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International Journal of Education & Applied Sciences Research

ACADEMIC ACHIEVEMENT IN RELATION TO METACOGNITION AND SELF-EFFICACY AMONG SECONDARY SCHOOL STUDENTS

Dr. Harpreet Kaur

Dr. Harpreet Kaur, Principal, Batala College of Education, Bullowal, Batala

DOI : Page No : 53-61

Published Online : 2024-12-30

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ABSTRACT

The present study has been undertaken to study the academic achievement in relation to meta-cognition and self-efficacy among secondary school students. The sample consists of 200 secondary school students (100 boys and 100 girls) selected from PSEB & CBSE Schools of Amritsar District studying in Arts Stream. The data was collected by using standardized scale of Meta-cognitive inventory (MCI - Govil, 2011) and Self-efficacy Scale (SES - Singh & Narain; 2014). The data obtained was analysed statistically with the help of Mean, SD, t-ratio and ‘r’ and used to arrive at the following conclusions: There exists significant difference in meta-cognition and self-efficacy among girls and boys of secondary schools belonging to Arts stream, There also exists significant difference in meta-cognition and self-efficacy among students of CBSE & PSEB Schools belonging to Arts stream. A significant positive relationship between meta-cognition and academic achievement and self-efficacy and academic achievement of secondary schools students belonging to Arts stream was found.

Keywords: Academic Achievement, Meta-cognition, Self-efficacy, Secondary Students

REFERENCES

Abdellah, R. (2015). Metacognitive awareness and its relation to academic achievement and teaching performance of pre-service female teachers in Ajman University in UAE. Procedia-Social and Behavioral Sciences, 174(52), 560-567.
Baanu, T. F., Oyelekan, O. S., & Olorundare, A. S. (2018). Self-Efficacy and Chemistry Students' Academic Achievement in Senior Secondary Schools in North-Central, Nigeria. Malaysian Online Journal of Educational Sciences, 4(1), 43-52.
Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioural change, Psychological Review, 84, 191-215.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: W.H. Freeman and Company.
Cetinkaya, P. &Erktin, E. (2002). Assessment of metacognition and its relationship with reading comprehension, achievement, and aptitude. Bogazici University Journal of Education, 19(1), 1-11.
Chick, N. (2013). Metacognition. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/metacognition/.
Coutinho, S. A. (2007). The relationship between goals, metacognition, and academic success. Educate, 7(1), 39-47.
Cuevas, H.M., Fiore, S.M., Bowers, C.A., & Salas, E. (2004). Fostering Constructive Cognitive and Metacognitive Activity in Computer-Based Complex Task Training Environments. Computers in Human Behavior, 20(2), 225-241.
Davidson, J.E., Deuser, R., & Sternberg, R.J. (1994). The Role of Metacognition in Problem Solving. In Metcalfe, J., & Shimamura, A.P. (Eds.), Metacognition: Knowing about Knowing, Cambridge, MA: MIT Press, pp. 207-226.
De Fátima Goulão, M. (2014). The Relationship between Self-Efficacy and Academic Achievement in Adults' Learners. Athens Journal of Education, 1(3), 237-246.
Farnam, A., & Anjomshoaa, H. (2020). The Relationship between Metacognition Skills with Academic Motivation and Academic Achievement among High School Students in Kerman, Iran. International Journal of Pediatrics, 8(1), 10759-10766.
Govil, P. (2003). Metacognitive Inventory (MCI). Agra: National Psychological Corporation.
Gist, M. E., Schwoerer, C., & Rosen, B. (1989). Effects of Alternative Training Methods on SelfEfficacy and Performance in Computer Software Training. Journal of Applied Psychology, 74(6), 884-891.
Hartman, H. J. (2001). Metacognition in Learning and Instruction: Theory, Research, and Practice, Amsterdam: Kluwer Academic Press.
Jagadeeswari, A. S & Chandrasekaran, V. (2013). Promoting metacognitive awareness among higher secondary student. An International Journal for Interdisciplinary Studies,2(24), 1888-1897.
Kruger, J., & Dunning, D. (1999).Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self assessments. Journal of Personality and Social Psychology, 77(6), 1121-1134.
Lane, J., Lane, A. M., & Kyprianou, A. (2004). Self-efficacy, self-esteem and their impact on academic performance. Social Behavior and Personality: An International Journal, 32(3), 247-256.
Lent, R. W., Lopez, F. G., & Bieschke, K. J. (1993). Predicting mathematics-related choice and success behaviors: Test of an expanded social cognitive model. Journal of vocational behavior, 42(2),223-236.
Madeline, E. E. (1996). Understanding Second Language Learning Difficulties. New Delhi: Sage Publications.
Mahyuddin, R., Elias, H., Cheong, L. S., Muhamad, M. F., Noordin, N., & Abdullah, M. C. (2006). The relationship between students' self-efficacy and their English language achievement. Malaysian Journal of Educators and Education, 21, 61-71.
Martocchio, J. J., & Hertenstein, E. J. (2003). Learning Orientation and Goal Orientation Context: Relationships with Cognitive and Affective Learning Outcomes. Human Resource Development Quarterly, 14(4), 413- 434.
Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30–38. doi:10.1037/0022-0167.38.1.30
Musa, M. (2020). Academic self-efficacy and academic performance among university undergraduate students: an antecedent to academic success. European Journal of Education Studies,7(3),135-149.
Orlando, L. (2018). Thinking about Thinking. Retrieved 12 December, 2021 from https://bold.expert/thinking-about-thinking/?gclid=CjwKCAiA-9uNBhBTEiwAN3IlNM2RRAHBLZRVzok8AvX_107K02H837D4sIl_h5xISAid16D7ovMo3hoC1VwQAvD_BwE
Paris, S.G., & Winograd, P. (1990). How Metacognition can Promote Academic Learning and Instruction. In B. F. Jones, & L. Idol (Eds.), Dimensions of Thinking and Cognitive Instruction, Hillsdale, NJ: Lawrence Erlbaum & Associates, pp. 15-51.
Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy and performance in mathematics during secondary school. Journal of educational psychology, 95(3), 589-603.
Samuel, N. N., & Okonkwo, I. G. (2021). Relationship between Metacognition, Locus of Control, and Academic Achievement in Secondary School Chemistry Students in Anambra State, Nigeria. Education Research International, 2021, 1-7.
Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71–86. doi:10.1207/s15326985ep2501_6
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3–4), 207–231. doi:10.1080/00461520.1991.9653133
Scott, J. E. (1996). Self-efficacy: A key to literacy learning. Reading Horizons, 36(3), 195-213.
Singh, A. K., & Narain, S. (2014). Self-Efficacy scale (SES). Agra: National Psychological Corporation.
Singh, P. (2018). A study of metacognitive ability of commerce students in relation to academic achievement. Scholarly Research Journal for Interdisciplinary Studies, 5(43), 9284-9289.
Young, A., & Fry, J. D. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8(2), 1-10.
Zulkiply, N. (2009). Metacognition and its relationship with students' academic performance. The International Journal of Learning, 15(11), 97-106.

Cite this Article as: Harpreet K (2024), “academic achievement in relation to metacognition and self-efficacy among secondary school students”, International Journal of Education & Applied Sciences Research, Volume 11, Issue 2, 2024, pp 53-61.

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REFERENCES

Abdellah, R. (2015). Metacognitive awareness and its relation to academic achievement and teaching performance of pre-service female teachers in Ajman University in UAE. Procedia-Social and Behavioral Sciences, 174(52), 560-567.
Baanu, T. F., Oyelekan, O. S., & Olorundare, A. S. (2018). Self-Efficacy and Chemistry Students' Academic Achievement in Senior Secondary Schools in North-Central, Nigeria. Malaysian Online Journal of Educational Sciences, 4(1), 43-52.
Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioural change, Psychological Review, 84, 191-215.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: W.H. Freeman and Company.
Cetinkaya, P. &Erktin, E. (2002). Assessment of metacognition and its relationship with reading comprehension, achievement, and aptitude. Bogazici University Journal of Education, 19(1), 1-11.
Chick, N. (2013). Metacognition. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/metacognition/.
Coutinho, S. A. (2007). The relationship between goals, metacognition, and academic success. Educate, 7(1), 39-47.
Cuevas, H.M., Fiore, S.M., Bowers, C.A., & Salas, E. (2004). Fostering Constructive Cognitive and Metacognitive Activity in Computer-Based Complex Task Training Environments. Computers in Human Behavior, 20(2), 225-241.
Davidson, J.E., Deuser, R., & Sternberg, R.J. (1994). The Role of Metacognition in Problem Solving. In Metcalfe, J., & Shimamura, A.P. (Eds.), Metacognition: Knowing about Knowing, Cambridge, MA: MIT Press, pp. 207-226.
De Fátima Goulão, M. (2014). The Relationship between Self-Efficacy and Academic Achievement in Adults' Learners. Athens Journal of Education, 1(3), 237-246.
Farnam, A., & Anjomshoaa, H. (2020). The Relationship between Metacognition Skills with Academic Motivation and Academic Achievement among High School Students in Kerman, Iran. International Journal of Pediatrics, 8(1), 10759-10766.
Govil, P. (2003). Metacognitive Inventory (MCI). Agra: National Psychological Corporation.
Gist, M. E., Schwoerer, C., & Rosen, B. (1989). Effects of Alternative Training Methods on SelfEfficacy and Performance in Computer Software Training. Journal of Applied Psychology, 74(6), 884-891.
Hartman, H. J. (2001). Metacognition in Learning and Instruction: Theory, Research, and Practice, Amsterdam: Kluwer Academic Press.
Jagadeeswari, A. S & Chandrasekaran, V. (2013). Promoting metacognitive awareness among higher secondary student. An International Journal for Interdisciplinary Studies,2(24), 1888-1897.
Kruger, J., & Dunning, D. (1999).Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self assessments. Journal of Personality and Social Psychology, 77(6), 1121-1134.
Lane, J., Lane, A. M., & Kyprianou, A. (2004). Self-efficacy, self-esteem and their impact on academic performance. Social Behavior and Personality: An International Journal, 32(3), 247-256.
Lent, R. W., Lopez, F. G., & Bieschke, K. J. (1993). Predicting mathematics-related choice and success behaviors: Test of an expanded social cognitive model. Journal of vocational behavior, 42(2),223-236.
Madeline, E. E. (1996). Understanding Second Language Learning Difficulties. New Delhi: Sage Publications.
Mahyuddin, R., Elias, H., Cheong, L. S., Muhamad, M. F., Noordin, N., & Abdullah, M. C. (2006). The relationship between students' self-efficacy and their English language achievement. Malaysian Journal of Educators and Education, 21, 61-71.
Martocchio, J. J., & Hertenstein, E. J. (2003). Learning Orientation and Goal Orientation Context: Relationships with Cognitive and Affective Learning Outcomes. Human Resource Development Quarterly, 14(4), 413- 434.
Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30–38. doi:10.1037/0022-0167.38.1.30
Musa, M. (2020). Academic self-efficacy and academic performance among university undergraduate students: an antecedent to academic success. European Journal of Education Studies,7(3),135-149.
Orlando, L. (2018). Thinking about Thinking. Retrieved 12 December, 2021 from https://bold.expert/thinking-about-thinking/?gclid=CjwKCAiA-9uNBhBTEiwAN3IlNM2RRAHBLZRVzok8AvX_107K02H837D4sIl_h5xISAid16D7ovMo3hoC1VwQAvD_BwE
Paris, S.G., & Winograd, P. (1990). How Metacognition can Promote Academic Learning and Instruction. In B. F. Jones, & L. Idol (Eds.), Dimensions of Thinking and Cognitive Instruction, Hillsdale, NJ: Lawrence Erlbaum & Associates, pp. 15-51.
Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy and performance in mathematics during secondary school. Journal of educational psychology, 95(3), 589-603.
Samuel, N. N., & Okonkwo, I. G. (2021). Relationship between Metacognition, Locus of Control, and Academic Achievement in Secondary School Chemistry Students in Anambra State, Nigeria. Education Research International, 2021, 1-7.
Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71–86. doi:10.1207/s15326985ep2501_6
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3–4), 207–231. doi:10.1080/00461520.1991.9653133
Scott, J. E. (1996). Self-efficacy: A key to literacy learning. Reading Horizons, 36(3), 195-213.
Singh, A. K., & Narain, S. (2014). Self-Efficacy scale (SES). Agra: National Psychological Corporation.
Singh, P. (2018). A study of metacognitive ability of commerce students in relation to academic achievement. Scholarly Research Journal for Interdisciplinary Studies, 5(43), 9284-9289.
Young, A., & Fry, J. D. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8(2), 1-10.
Zulkiply, N. (2009). Metacognition and its relationship with students' academic performance. The International Journal of Learning, 15(11), 97-106.

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