Meta-Cognition of Secondary Schools Students in Relation to their Educational Adjustment

Abstract

The main aim of the study was to examine the relationship between self – regulating learning and educational adjustment. A sample of 100 Secondary School Students was randomly selected from Panipat District. Data was collected by Meta Cognition skills scale by Gupta and Suman (2017) and Educational Adjustment Inventory (2014) by Rani & Singh. Data was analyzed by using statistical techniques like Percentage, Correlation and Mean, Standard deviation, ‘t’- test.  The results of the study revealed that majority of secondary school students had high level of meta-cognition. More than half of the students at secondary school level are also had high level of educational   adjustment. Meta-cognition and educational adjustment were positively correlated with each other. Boys were more higher than girls at secondary level w.r.t. their meta-cognition and girls had high educational adjustment than boys. This study recommended that meta- cognitive strategies can be helpful in better educational adjustment.