EFFECTS OF METACOGNITIVE ABILITY AND SELECTIVE ATTENTION ABILITY ON ACADEMIC PERFORMANCE OF ADOLESCENTS

Abstract

The present study investigated the effect of metacognitive ability and
selective attention on academic achievement; whether selective attention and
metacognitive ability influence a student’s academic achievement and whether
all these three variables vary across gender. Three hundred adolescents were
selected conveniently and purposively among which 150 were females and
another 150 were males. Participant’s metacognitive ability was measured by
using a Bangla translated version of Metacognitive Skill Scale (MCT); and
selective attention was measured by a Bangla version of the Stroop Color and
Word Test (SCWT). Their academic achievement was assessed by their GPA in
previous class examination. The results showed that all these variables were
significantly correlated with each other. Metacognitive ability and selective
attention were the strong predictors of academic achievement. Significant
difference in selective attention was also found across gender where females
outperformed males. But no significant difference between males and females
was found for the metacognitive ability and academic achievement.