Metacognitive Awareness, Multitasking Preference and Academic Performance of University Students

Abstract

This study was carried out to examine the relationship between Metacognitive Awareness, Multitasking Preferences, and Academic Performance of University Students. A correlational research design was used to conduct the study. A sample of 330 undergraduate students, both female students (n=165) and male students (n=165), with an age range from 18-25 years were selected by using nonprobability convenience sampling. The Metacognitive Awareness Inventory (Schraw & Dennison, 1994) revised into 5-point Likert scale by (Terlecki & McMahon, 2018), The Multitasking Preference Inventory (Poposki & Oswald, 2010) and Academic Performance Scale (Birchmeier et al., 2015) were used to collect data for this research. The results of Pearson product-moment correlation analysis showed that metacognitive awareness is positively significant with academic performance. Multitasking was negatively significant and correlated with academic performance as well as metacognitive awareness. The results of simple linear regression showed that metacognitive awareness is a positively significant predictor of academic performance and a negatively significant predictor of multitasking preferences. The results also showed that multitasking preferences are a negatively significant predictor of academic performance. It was seen that metacognitive awareness, multitasking preferences and academic performance varied across different groups age, gender, major, GPA, universities and semesters