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COGNITIVE PREDICTORS OF ACADEMIC PERFORMANCE: METACOGNITIVE KNOWLEDGE AND REGULATION
Abstract
Apart from intelligence, motivational and emotional factors, what else can promote the achievement of higher academic performance – that is an intriguing question. It is possible that a highly motivated student with advanced cognitive skills cannot meet the requirements of certain school subjects and performs lower than their own expectations. Metacognitive awareness, metacognitive knowledge, which is the knowledge of cognitive processes and the ability of applying them properly, i.e. metacognitive regulation, they all contribute to an improved quality of learning and to the precise execution of cognitive tasks not only during one’s studies, but also in private life or work. Based on this the study and promotion of metacognitive processes contribute to higher academic and work performance as well. The aim of this research is the investigation of the relationship between metacognitive awareness and academic performance, as well as examining to what extent does metacognitive awareness predict academic performance. The participants in this study were all psychology students from Babe?-Bolyai University who completed the Metacognitive Awareness Inventory and whose GPA, as well as relevant demographic data were also recorded. In our correlational study Pearson correlation and hierarchical regression were applied. Our results demonstrate that there is a strong positive relationship between metacognitive awareness, metacognitive knowledge, types of regulation and academic performance, the strongest correlation being found between evaluation and academic performance. According to the multiple hierarchical regression model both developed models have a significant explanatory power, i.e. types of metacognitive knowledge alone, as well as the knowledge and regulation strategies together predict academic success.
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