Metacognitive Skillfulness and Emotional Intelligence Among Emerging Adults in Bethany College

Abstract

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.