Cognitive Dissonance as A Determinant of Critical Thinking Academic Achievement and Academic Disengagement of Higher Secondary Students

Abstract

Stress is one of the major causes of fatalities in the world. A persistent level of untracked/unattended stress may lead to a host of problems including heart disease, depression, anxiety disorder etc. Although stress cannot be wished away but to lead a productive and peaceful life the level of stress needs to be managed. Human beings strive for maintaining that consistency. Students are no exception to exposure to stress for variety of reasons including familial, societal, and global. If there are perceived discrepancies or mental inconsistencies in the mind related to cognitions, or behaviour the students suffer an uncomfortable psychological state that is Cognitive Dissonance. The present study is planned to ascertain the level of Cognitive Dissonance, Critical Thinking, Academic Achievement and Academic Disengagement, to see the gender interplay, to find out the relationship of Cognitive Dissonance with Critical Thinking, Academic Achievement and Academic Disengagement, if any and further to find out the contributory role of Cognitive Dissonance towards Critical Thinking, Academic Achievement and Academic Disengagement of Higher Secondary Students. The sample of the study comprised of 602 students (male, female) selected through multistage random sampling. The study employed a descriptive survey method. The investigator used self-constructed scale for measuring Cognitive Dissonance and Academic Disengagement whereas Critical Thinking was measured by Murthy s Critical Thinking scale (2015). For Academic Achievement marks of Class X were taken. The findings revealed that majority of students have an average level of Cognitive Dissonance and male and female do not differ in Cognitive Dissonance. It was seen that few students were having high and low levels of Critical Thinking and most of them have an average level. Gender does not play any noticeable role in the Critical Thinking. It was also found that majority of students have an average level of Academic Achievement, and they were moderately disengaged, however, the Gender does play a significant role in Academic Achievement and Academic Disengagement. It was also found that Cognitive Dissonance was negatively related to Critical Thinking and Academic Achievement and tends to decrease them and is positively related to Academic Disengagement and tends to increase it. newline