Impact of Metacognitive Strategies on Self-Regulated Learning and Intrinsic Motivation

By : Sweta Saraff, Rishipal, Malabika Tripathi, Rama Krishna Biswal, Anupama Srivastava Saxena

Page No: 37-48

Abstract
Metacognition is an act of thinking about your thinking, reasoning or decision making or simply cognition. It may also be understood as being aware of your cognitive mechanism and using it to learn in a more proactive way. Metacognitive knowledge and metacognitive regulation are the two types of metacognitive strategies. Self- regulation as a construct implies controlling and maintaining one’s behaviour. The theory of intrinsic motivation posits that there is a natural pull and push to achieve mastery in areas of perceived competence. The aim of the present research is to study the impact of metacognititive strategies on self- regulated learning and intrinsic motivation. The primary motive of the study was to explore whether metacognitive strategies effect self-regulated learning behaviour and intrinsic motivation of undergraduate students. For all analysis, the significance level was kept at 0.05. The statistical analyses were conducted with SPSS v. 25.0. Data were collected from 440 undergraduate students divided in two group i.e. experimental and control. The result revealed that in all domains of metacognitive strategies, mean of experimental group was higher than the control group.

Authors :
Sweta Saraff : Assistant Professor – AIPAS, Amity University, Kolkata
Rishipal : Professor Pedagogy & Dean – Humanities and Applied Sciences, SVSU, Haryana
Malabika Tripathi : Assistant Professor – AIPAS, Amity University, Kolkata
Rama Krishna Biswal : Assistant Professor – Department of Humanities and Social Sciences, NIT, Rourkela.
Anupama Srivastava Saxena : Associate Professor & HOD – AIBAS, Amity University, Haryana.

DOI: https://doi.org/10.32381/JPR.2020.15.01.3