Influence Of Metacognition On The Academic Resilience Of Senior Secondary School Students
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Abstract
This study aims to identify the influence of metacognition on the academic resilience of senior secondary school students. The ability to recognize and comprehend one's own mental processes is known as metacognition, and it is fundamental to learning and problem-solving skills. Being aware of one's own thinking is what it means to be metacognitive. Metacognition is the capacity to identify one's own cognitive patterns and coping strategies. Increasing students' awareness of their actions, motivations, and the potential applications of the skills they are learning in many contexts is beneficial. On the flip side, academic resilience describes the ability to tolerate and go past obstacles in the classroom. This research attempts to investigate how metacognitive abilities help senior secondary school students become more resilient learners, which in turn affects their academic performance. Using a standardized awareness measure, the researchers evaluate the academic resilience and metacognitive awareness of secondary school students. Establishing if there are significant differences between the gender in terms of academic resilience and metacognitive awareness is the aim of the research. Through the use of appropriate statistical procedures, the investigators gather and examine the data. Findings of this study revealed that Gender of a child have no impact on his or her Metacognitive
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References
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