ABSTRACT Background: Metacognitive skills, including self-monitoring, planning, and self-regulation, are increasingly being acknowledged as essential for academic success, particularly during adolescence. Nonetheless, empirical evidence quantifying this relationship in the context of Indian schools remains scarce. Aim: To investigate the relationship between academic performance and metacognitive skills among secondary school students. Materials and Methods: This was a cross-sectional School-based study. Utilizing the purposive sampling of 298 students aged 13–18 years from English-medium schools. Metacognitive skills were assessed using a shortened eight-item self-report questionnaire adapted from Altındağ and Senemoğlu. Academic performance was measured using a five-item scale evaluating grades, study habits, and engagement. Regression and multinomial logistic regression analyses were conducted using SPSS (v25), with significance set at P = .05. Results: Metacognitive skills were significantly related with academic performance (β = 0.953, P < .001), accounting for 90.7% of the variance in metacognitive scores (R² = 0.907). Multinomial regression indicated that metacognition was significantly associated with achieving “Excellent” exam grades compared to “Failing” (OR = 1.24, 95% CI 1.06, 1.45, P = .007). A non-significant trend was observed for “Good” grades ( P = .056). No significant association was identified for “Average” grades. Conclusion: Enhanced metacognitive abilities were strongly linked to improved academic outcomes. These findings highlight the need to integrate metacognitive training into school curricula to enhance academic success.
Ram et al. (Fri,) studied this question.
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