Kriti Bhargava, and Mridula Sharma
IIS (Deemed to be University), Jaipur, Rajasthan, India
Pages: 454-460
This research paper aimed to examine the relations among the Academic Self Efficacy
Beliefs (ASEB), general metacognitive awareness levels (MA), and the Big-5 personality
traits of high school students. The sample of this study consisted of 100 students. The
data of the study was collected with the Academic Self-Efficacy Scale, Big Five
Personality – Inventory, and the Metacognitive Awareness Inventory. Statistical analyses
of correlations were conducted to explore the relationships among these variables. The
data analysis reveals intriguing connections between personality traits and critical
aspects of learning and academic confidence. Openness positively correlates with
metacognition and academic self-efficacy, while Conscientiousness relates to stronger
academic belief. However, nuanced associations with extraversion and weak correlations
with agreeableness and neuroticism suggest complex interactions. This study
investigated the interplay between Academic Self Efficacy Beliefs (ASEB), general
metacognitive awareness levels (MA), and Big-5 personality traits among high school
students. The findings underscore the significance of personality traits in shaping learning
outcomes and academic confidence, with openness and conscientiousness showing
particularly notable associations. Further research could explore the nuanced
complexities of these relationships.