Metacognition and Self-Esteem in Relation to Academic Achievement of College Students in West Bengal

Abstract: This study investigates the relationship between metacognition, self-esteem, and academic achievement among college students. Utilizing a descriptive survey method, researchers employed a simple random sampling technique to select 320 participants (160 male and 160 female). The study explored how metacognition—the awareness and regulation of one's thinking—varies across gender, locality, and achievement levels. Results indicate a significant positive correlation between metacognition and both academic achievement and self-esteem. Comparative analysis revealed that urban students and male students demonstrate higher levels of metacognition than their rural and female counterparts, respectively. Furthermore, students with high academic performance and high self-esteem exhibited superior metacognitive skills compared to those in the lower brackets. These findings underscore the critical role of self-reflective thinking and psychological wellbeing in enhancing educational outcomes within the college environment.