The Relationship Between Metacognition and AcademicAchievement in Adolescents: The Mediating Role of Academic Self-Control

Year 2025, Volume: 33 Issue: 1, 158 - 167, 28.01.2025

Zeynep Şimşir Gökalp , Ayşe Demirci , İlkay Turgut

https://doi.org/10.24106/kefdergi.1628437

Abstract

Purpose: The purpose of this study was to investigate the correlations between metacognition, academic self-control (ASC), and academic achievement among adolescents who attend secondary and high school and to test the mediating role of ASC in the correlation between metacognition and academic achievement.
Design/Methodology/Approach: The investigation was carried out using a correlational research approach. The sample group consisted of 572 adolescents (M = 14, SD = 1.28), who were aged between 11 and 17 years and studying in secondary and high schools in two cities in Türkiye. Demographic Questionnaire, Academic Self-Control Scale, and Metacognitive Awareness Inventory for Children were used in the study. The Jamovi V 2.2 software was utilized to analyze the data.
Findings: The Pearson correlation analysis showed that metacognition was positively associated with ASC and grade point average (GPA). Academic self-control was also positively correlated with GPA, as well. Moreover, the results of the current research demonstrated that the direct and indirect effects of metacognition on academic achievement were significant, and ASC played a partial mediating role in this correlation.
Highlights: The study's findings were discussed within the frame of the related literature, implications for theory were drawn, and suggestions for future studies were offered.

Keywords

Metacognition, Academic self-control, Academic achievement, Adolescence, Mediation

Ethical Statement

The study was approved by the Faculty of Education Ethics Committee of Selçuk University (Date/Num: 11.07.2023-56).

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