Metacognition Awareness and Achievement Motivation: A Study among Students in Higher Secondary School

The goal of the current study was to identify the relationship between metacognition awareness and achievement motivation in higher secondary school students in the humanities and sciences stream who were between the ages of 15 and 16. Metacognition is, put simply, thinking about one's thinking. More precisely, it refers to the processes used to plan, monitor, and assess one's understanding and performance. Metacognition is the capacity to consider, comprehend, and manage one's learning. In contrast, achievement motivation refers to the ongoing quest for greatness. Although there has been a lot of study on metacognition awareness and achievement motivation with respect to various age groups, the research on specific streams with the age range of 15–16 years has so far been ignored. It was found that there was positive correlation between Metacognition Awareness and Achievement Motivation. Moreover, the students of both streams differed on both the dimensions, for Metacognition Awareness and Achievement Motivation with values, (‘t’=3.14) and (‘t’=0.48) respectively. As a part of correlational findings metacognition awareness and achievement motivation were moderately correlated with each other for humanities higher secondary school students (‘r’=0.27), whereas for the science higher secondary school students there exists high correlation as they are positively correlated with each other (‘r’= 0.72). Thus, with an attempt to focus on psychological causal factors, the sample survey significantly proves the difference and relationship amongst the limited sample size and comparatively covering a smaller geographical area. This study tried to focus on assessing and examining the metacognition awareness and achievement motivation with varied sample which is helpful in the evaluation of various educational programmes and activities in educational settings in near future.