Exploring The Relationship Between Social Networking Engagement, Metacognitive Strategies, And Psychological Well-Being Among College Students During Transition Periods

Abstract

The current study investigated the connection between college students' psychological well-being during transitional times, social networking, and metacognition. A sample of 157 college students, aged between 18 and 30, from Punjab, India's public and private colleges answered an online survey. Measures of social networking involvement, Ryff's Psychological Well-Being Scales, and the Metacognition Inventory were all used in the study. A variety of demographic factors were assessed, such as gender, age, level of education, and household income.  

Significant positive associations in between using social media and metacognitive strategies and several elements of psychological well-being such positive connections, environmental mastery, personal development, and acceptance of oneself, purpose in life, and autonomy, were found by correlation and regression analysis results. Metacognition, social networking, and psychological well-being have been found to be influenced by demographic characteristics, including gender and family economic status.

The results imply that among college students going through transitional periods, the development of metacognitive abilities and efficient social networking activity management can foster holistic well-being. There is a discussion of the implications of developing focused interventions to improve metacognitive skills and promote responsible social media use. Subsequent studies ought to investigate the long-term effects of these variables on students' adjustment and well-being following significant life changes.