Relationship of metacognitive skilfulness with emotional intelligence and achievement motivation among adolescents

Metacognition has been defined as "thinking about thinking" and is a complex form of higher-order thinking. It involves the ability to think about own cognitions, and to know how to analyze, to draw conclusions, to learn from and to put into practice what has been learned. It is an important aspect of academic success of the students. Emotional intelligence and achievement motivation have emerged as strong predictor of enhancing metacognitive skills. Present study was conducted to investigate the relationship of metacognitive skilfulness with emotional intelligence and achievement motivation among adolescents. The sample for the study was drawn exclusively from Ludhiana city. The sample comprised 200 adolescents (17–19 years) distributed equally across the gender(male=100 & female=100). Standardized tests namely MSCEIT-Mayer-Salovey-Caruso Emotional Intelligence Test developed by Mayer et a l (2000), Academic Achievement Motivation Test by Sharma (1984) and Metacognitive Awareness Inventory designed by Schraw and Dennison (1994) were used to assess emotional intelligence, achievement motivation and metacognitive skills, respectively. Socio-personal characteristics of the respondents were ascertained through self-designed socio-personal information sheet. The results of the study indicated that declarative knowledge, conditional knowledge, information management strategies, debugging and evaluation sub-components of metacognition had a positive significant relationship with emotional intelligence of the adolescents. Whereas, sub-components of metacognition, viz conditional knowledge, planning, information management strategies, comprehension monitoring, debugging and evaluation were found to be significantly and positively correlated with achievement motivation of the adolescents.