METACOGNITION IN ADOLESCENCE: EXAMINING THE ROLE OF ACADEMIC STREAM AND ACHIEVEMENT

Abstract Metacognition, often described as “thinking about thinking,” plays a crucial role in students’ academic performances and self-regulated learning. The present study aims to investigate whether adolescent students differ in their meta-cognitive skills based on selected educational factors. Specifically, the study examines differences in meta-cognitive skills with respect to academic stream and academic achievement. The null hypothesis states that adolescent students grouped on the basis of various educational factors do not differ significantly in their meta-cognitive skills. Two sub-hypotheses were tested to examine the role of academic stream and academic achievement independently. The findings provide insights into the relationship between educational context and metacognitive development, with implications for educational practice and policy. Key Words:- Academic, Achievement, Educational, Meta-Cognitive, Skills Based