Metacognitive skills of secondary school students in relation to their academic resilience

Manu Goswami; Asha Yadav

Metacognitive skills of secondary school students in relation to their academic resilience

Abstract: The research focused on examining how secondary school students' metacognitive skills relate to their academic resilience. A random sample of 1200 Xth grade students from government high/senior secondary schools in Jind, Hisar, Kaithal, and Fatehabad districts in Haryana was selected using multistage cluster sampling. The study utilized Gupta and Suman's (2017) Metacognitive Skills Scale and Mallick and Kaur's (2018) Academic Resilience Scale. The analysis, which involved percentage statistics and a t-test, showed that the majority of students (40.75%) had average metacognitive skills, while 41.75% displayed average academic resilience. Furthermore, there was no significant difference in metacognitive skills and academic resilience based on gender and locale. These findings hold significant implications for educators, highlighting the need to integrate metacognitive skill development approaches into teaching methodologies. Educators should be equipped with strategies to foster students' self-regulation, critical thinking, and problem-solving abilities, thereby strengthening their academic resilience.

KJED Volume. 4, Issue 2 (2024)

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Metacognitive skills of secondary school students in relation to their academic resilience