Impact of Metacognition and Emotional Maturity on Academic Achievement of Students (Future Leader of the Nation): a Critical Analysis of Review

Abstract This paper explores metacognition , the process of thinking about one’s own thinking, and its connection to students’ academic success. Research consistently shows that students who engage in metacognitive practices are more likely to perform well academically. The paper also examines the role of emotional maturity in academic performance, highlighting its importance for managing stress and navigating challenges in educational settings. Through a systematic review of existing studies, the research confirms a strong positive relationship between metacognition, emotional maturity, and academic achievement. Students who actively reflect on their learning strategies and manage their emotions effectively tend to achieve higher academic outcomes. Teachers play a crucial role in fostering these skills by encouraging self-reflection and emotional growth in students. The findings suggest that both metacognitive awareness and emotional maturity are key factors that enhance student performance and overall success in education.