Abstract
Meta-cognition has been generally conceived as thinking about thinking or cognition about cognition. Meta-cognitive knowledge includes knowledge about oneself as a learner and the factors that might impact performance, knowledge about strategies, and knowledge about when and why to use strategies. The present study was an ex-post facto research, which belongs to the area of educational psychology. It was an attempt to understand meta-cognition of research scholars of Himachal Pradesh University, Shimla in terms of gender, stream, marital status, residential status and students’ activism. In order to study the problem, the survey method was used to collect the data. Of the available the data was collected with random sampling technique. The sample comprised 48 research scholars from H.P. University, Shimla. The instrument used in the present study was The Meta-cognitive Awareness Inventory (MAI) developed by Schraw and Dennison (1994). The MAI comprised 52-items as it is a self-report inventory that uses a 100 mm, bi-polar scale adapted from multidimensional scaling literature. For studying the main and interaction effect of gender, qualification and subject-streams on meta-cognition data were analyzed with the help of 2 × 2 Analysis of Variance. The findings revealed that meta-cognition of research scholars was found to be independent of gender, marital status and student union activism of university research scholars. Also, meta-cognition of research scholars was found to be independent of the interaction between gender and subject stream, gender and marital status, gender and residential status, gender and student union activism
[1] Assistant Professor (Education), International Centre for Distance Education and Open Learning, Himachal Pradesh University, Shimla
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