Psychological Well-being and its Relationship with Meta-Cognitive Skills among Adolescents

Abstract

This study examines the relationship between psychological well-being and metacognitive skills among Indian adolescents enrolled in government secondary schools in the Nainital district of Uttarakhand. Drawing upon Ryff’s multidimensional model of psychological well-being and established frameworks of metacognitive regulation, the study employed a descriptive-correlational design. A sample of 617 Class XI students from Government Intermediate Colleges was selected through multistage random sampling. Data were collected using standardized instruments. Descriptive statistics indicated moderate to high levels of both psychological well-being and metacognitive functioning. Pearson’s correlation analysis revealed a significant positive relationship (r = .629, p < .01) between the two constructs. Interpersonal relations and planning emerged as the most strongly associated subcomponents. Gender comparisons showed females scored higher on satisfaction, implementation, and monitoring. The findings highlight the intertwined nature of emotional well-being and cognitive self-regulation, with implications for adolescent mental health support and educational interventions in Indian secondary schools.