Metacognition Awareness and Achievement Motivation: A Study among Students in Higher Secondary School | Chapter 2 | Progress in Language, Literature and Education Research Vol. 1

 The aim of the current study was to identify the connection between metacognition knowledge and achievement motivation in greater secondary school graduates in the humanities and sciences stream who were middle from two points the ages of 15 and 16. Metacognition is, put completely, thinking about one's thinking. More precisely, it refers to the processes used to plan, monitor, and assess individual's understanding and performance.  Metacognition is the ability to consider, comprehend, and accomplish one's knowledge. In contrast, achievement motivation refers to the continuous quest for greatness. Although skilled has been plenty study on metacognition awareness and achievement ambition with respect to miscellaneous age groups, the research on specific streams with the age range of 15–16 age has so far happened ignored. It was found that skilled was positive equating between Metacognition Awareness and Achievement Motivation. Moreover, the students of two together streams differed on two together the dimensions, for Metacognition Awareness and Achievement Motivation with principles, (‘t’=3.14) and (‘t’=0.48) respectively. As any of correlational findings metacognition awareness and realization motivation were moderately equated with each one for humanities higher senior high school students (‘r’=0.27), inasmuch as for the science higher preparatory school students skilled exists high equating as they are positively equated with each other (‘r’= 0.72). Thus, accompanying an attempt to focus on cognitive causal factors, the sample survey considerably proves the difference and friendship amongst the restricted sample size and comparatively top a smaller terrestrial area. This study tried to devote effort to something assessing and checking the metacognition awareness and achievement inspiration with different sample which is helpful in the judgment of various instructional programmes and activities in educational backgrounds in near future.

Author(s) Details:

Rajashree Kapure,
H.P.T. Arts and R.Y.K. Science College, Nashik, India.

Ummema F. Mithaiwala,
H.P.T. Arts and R.Y.K. Science College, Nashik, India.

Please see the link here: https://stm.bookpi.org/PLLER-V1/article/view/12219