An Investigation of Academic Emotions as Facilitator of Higher Cognitive and Metacognitive Learning in Higher Secondary Students

Abstract

This study is planned to ascertain the impact of academic emotions on higher cognitive learning and metacognitive learning among higher secondary students. The study employed descriptive survey method along with conversational discourse analysis to substantiate the emotions experienced by learners in academic setting. Multistage stratified random method of sampling technique is used to select co-educational CBSE affiliated Higher Secondary schools of Agra District, Uttar Pradesh and Random probability sampling technique is used to select 1200 respondents from two academic streams viz. commerce and science. The investigator used self-constructed academic emotion questionnaire, Divergent production abilities test by K. N. Sharma (2017), Problem solving test by L. N. Dubey (2008) and Metacognition Inventory by Punita Govil (2003)) to collect personal information and to measure academic emotions, creativity, problem solving and metacognitive learning amongst Higher secondary students respectively. This research employed both descriptive and inferential statistics such as percentage, mean, standard deviation, kurtosis, skewness, critical ratio, one-way ANOVA, Pearson Product Moment Correlation, backward stepwise regression analysis and Tukey HSD Post Hoc test to obtain the results. The findings of the study reported that male and female are different in perceiving the emotions and in problem solving ability whereas no difference was found in creativity and metacognition. Effect of academic emotions was found on higher cognition and metacognition learning. The study further revealed that Shame, Joy, Boredom, Hope, Anger, Anxiety have significant contributory role to the Creativity of Higher Secondary Students whereas Pride, relief and hopelessness were found with no contributory role. Shame, Hopelessness, Joy, Boredom, Hope, Anger, and Anxiety can be taken as active motivators to Problem solving and Pride and relief were found with no contributory role. In the same line, Shame, Joy, Hope and Anger can were found as Positive Academic motivators to the Metacognition of Higher Secondary Students and Relief and anxiety as negative deactivating emotions.