Metacognition As a Predictor of Critical Thinking, Problem Solving and Academic Resilience Among Senior Secondary School Students in Haryana

Abstract

Metacognition, the ability to regulate one’s own cognitive processes, plays a crucial role in shaping critical thinking, problem-solving skills, and academic resilience among students. This study investigates the predictive relationship between metacognition and these cognitive and emotional attributes among senior secondary school students in Haryana. A quantitative research approach was employed, utilizing standardized assessment tools to measure students' metacognitive awareness, critical thinking ability, problem-solving proficiency, and academic resilience. Data were collected from a representative sample of senior secondary students and analyzed using correlation and regression techniques. The findings reveal a significant positive correlation between metacognitive awareness and critical thinking, problem-solving skills, and academic resilience. Higher levels of metacognitive awareness were associated with improved analytical reasoning, adaptive problem-solving strategies, and greater perseverance in the face of academic challenges. The study underscores the importance of fostering metacognitive strategies in educational curricula to enhance students' cognitive abilities and resilience. Implications for educators, policymakers, and curriculum developers are discussed, emphasizing the need for targeted interventions that enhance students’ self-regulatory learning processes to improve overall academic outcomes