Relationship of Metacognition Consciousness and Attention Regulation with Problem Solving Ability of Higher Secondary School Students

Abstract

The present research aimed to study the Relationship of Metacognition, Consciousness and Attention-Regulation with Problem Solving Ability of Higher Secondary School Students. newlineA sample of 800 students (400 males, 400 females) from higher secondary schools of U.P. Board was included through purposive sampling. The sample was administered with Metacognition Scale (Singh and Bali, 2017), CQ-i (Consciousness Quotient Inventory) (Brazdau, 2013), Attention Control Scale (Derryberry and Reed, 2002), Problem Solving Ability Test (Dubey, 2005) to calculate the scores. The raw scores were then analyzed with Multiple Regression to find the contribution of the predictor variables (Metacognition, Consciousness and Attention-Regulation) towards the criterion variable (Problem Solving Ability). newlineThe results indicated that Metacognition, Consciousness and Attention-Regulation positively correlated with Problem Solving Ability, significantly. The contribution of Attention-Regulation was more remarkable as compared to the other two predictor variables. Positive correlation was found between Metacognition, Consciousness and Attention-Regulation. newline newline