Metacognitive Awareness and Group Membership as Predictors of Academic Performance

Numerous studies highlighted the role of higher-order cognitive processes and metacognitive awareness in academic performance and later careers. Similarly, extracurricular activities, such as various group memberships, have a positive impact on university success, enhancing cognitive abilities along...

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Bibliographic Details
Published in:Educatia 21 2024-01 (27), p.74-82
Main Authors: Barta, Andrea, Póka, Tünde, Tamás, Borbála
Format: Article
Language:English
Subjects:
Academic achievement
Children & youth
co-curricular activities
Cognition & reasoning
Cognitive ability
College Students
Control Groups
Extracurricular activities
Knowledge
Learning
Learning Processes
Linguistics
Metacognition
metacognitive awareness
moderation analysis
Participation
Pedagogy
scientific group membership
Social skills
Standardized Tests
Student Motivation
Success
Time management
University students
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Summary:Numerous studies highlighted the role of higher-order cognitive processes and metacognitive awareness in academic performance and later careers. Similarly, extracurricular activities, such as various group memberships, have a positive impact on university success, enhancing cognitive abilities alongside social and emotional factors. The aim of this research is not only to uncover simple linear relationships but to examine the impact of group membership, as an extracurricular activity, on the relationship between metacognitive awareness and academic performance. We surveyed students from the Babeș-Bolyai University Faculty of Psychology and Educational Sciences, using the convenience sampling method and applying a correlational cross-sectional design. Positive, moderate-strength relationships were found between academic performance, metacognitive awareness, and group membership. According to the moderation model, group membership is not a significant moderator; however, based on the overall model, it can be concluded that group membership has a positive effect on academic performance. The study draws attention to the organization and support of extracurricular and co-curricular programs as activities that enhance metacognitive awareness and academic performance.
ISSN:1841-0456
2247-8671
2247-8671
DOI:10.24193/ed21.2024.27.07