Metacognition
is one of the unique concepts that help students strategize their learning,
identify and understand the concepts, and manage their study plans along with
their working hours. This skill set also makes them capable of making decisions
for their field of study and makes them emotionally competent and efficient.
Studies have suggested that people with higher levels of metacognitive skills
perform better academically, are good with their learning capacities, manage
themselves better with unfavorable scenarios, and outperform their
metacognitively unaware counterparts. Emotional intelligence can strengthen
social relationships, and lead to academic success. The present study
investigated the relationship between metacognitive skillfulness and emotional
intelligence. The study was conducted in Bethany College with 100 undergraduate
emerging adults, 25 students from each year. Metacognitive Awareness Inventory
(MAI) by Schraw and Dennison (1994) was used to assess the metacognitive
skillfulness of the respondents and emotional intelligence was assessed with a
survey adapted from the concept of emotional intelligence given by Daniel
Goleman (1995). The results reflected a positive but weak correlation between
metacognitive skillfulness and emotional intelligence among emerging adults.
Results suggested that students with higher levels of metacognitive
skillfulness and emotional intelligence are better planners, expert-like
thinkers, and overall perform better academically.
