THE ROLE OF METACOGNITION IN ACADEMIC SUCCESS
Keywords:
metacognition; academic success; self-regulated learning; learning strategies; educational outcomesAbstract
Metacognition, mostly identified as the special skill to
represent on and intellectually supports university applicants own thinking processes,
plays a essential role ineducational atteinment. This article investigates that the
theoretical definitions of metacognition and examines its relationship with academic
achievement in educational contexts. Drawing on key cognitive and educational
psychology research, the study discusses core components of metacognition, including
planning, monitoring, and evaluation, and highlights how these processes contribute to
effective learning and self-regulated behavior. The article further reviews empirical
evidence demonstrating that students who actively employ metacognitive strategies
tend to perform better academically, exhibit greater learning autonomy, and adapt more
effectively to complex academic tasks. Additionally, the paper agrees with
instructional approaches for encouraging metacognitive skills in classroom conditions
and tackles challenges related to assessment and enactment. The findings underscore
the importance of integrating metacognitive instruction into educational practice to
enhance learning outcomes and promote long-term academic development.
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