Mediating Role of Academic Emotions in Determining Metacognitive Ability in Higher Secondary Students: An Investigatory Research

Education is a core of any social culture. For the advancement in education, it is essential to develop “how to think” process, the management and regulation of learning strategies therefore it is indeed important for learners to strengthen these competencies and behaviour to make use of knowledge and thinking skills. Thus, the present investigation was undertaken to study the mediating role of affective domain in determining the metacognitive abilityin higher secondary students. The study was conducted on the sample of 1000 higher secondary students studying in co-ed CBSE affiliated schools of Agra city. The Meta-Cognition Inventory (MCI) developed by Dr.PunitaGovil and self-constructed measure of Academic Emotions has been used to measure the valence of positive and negative emotions of students. Mean, Standard Deviation, CR valueandANOVA have been employed to analyze the data. The results of the study reveal that gender has a significant impact on the experience of academic emotions in higher secondary students. However, no significant difference was found in the metacognitive level of higher secondary students on the basis of their gender. Academic emotions have real life effects on the metacognitive ability of higher secondary students. This study suggests learners to understand and regulate their own thinking process for resolving the real life challenges and complexities and to serve this purpose they should be facilitated with the sound emotional ground which can fertilize the potential to regulate and manage their thinking process. Further the present study also acclaims some recommendation for parents and teachers to promote metacognitive thinking skills in learners through the pillars of emotions among students at school level.