Sasikala Vankayala and K. Anuradha
S.V. University, Tirupati
Pages:211-219
Adolescence is a critical period characterized by significant cognitive, emotional, and
social changes (WHO, 2017). The study examines metacognitive awareness during
this phase, defined as the ability to reflect on and regulate cognitive processes. The
sample of 360 students studying in 7th, 8th, and 9th grades in both government and
private schools in rural and urban areas of Tirupati, with equal preference given to each
gender, and the sample was selected through a systematic stratified random sampling
technique. The Metacognitive Awareness Inventory (Schraw & Dennison, 1994) was
used to assess metacognitive awareness. The results revealed that metacognitive
awareness scores exhibit considerable variation, with the majority falling in the range
of 61–70. Children aged 12, 13, and 14 years showed age-related differences, with
those aged 15 years displaying the highest mean metacognitive awareness score.
Gender-related differences were not statistically significant. Significant disparities
emerged in metacognitive awareness scores based on locale, favoring urban adolescents
over their rural counterparts. Furthermore, differences in metacognitive awareness
between government and private school adolescents were statistically significant,
highlighting that those students studying in private schools had better metacognitive
awareness. The study highlights the importance of metacognitive skills training for
government school students during this developmental phase