The Impact of Metacognition on University Students' Academic Achievement

• Published in: The International journal of advanced culture technology Vol. 13; no. 1; pp. 185 - 193
• Main Author: Jin-Uk Kim
• Format: Journal Article
• Language: Korean
• Published: 2025
• Subjects: Gender Differences; University Students; Time Management; Learning Strategies; Metacognition; Academic Achievement; Learning Motivation; Self-Evaluation
• ISSN: 2288-7202; 2233-7318

This study analyzed the relationship between metacognition and academic achievement among university students. A survey was conducted with 74 university students, using a metacognition questionnaire based on six areas: goal setting, learning planning and strategies, self-evaluation and reflection, time management, problem-solving and adaptation, and learning motivation and confidence. The results showed that the overall average metacognition score of the students was 3.43, indicating an active attitude toward learning. Particularly, goal setting and problem-solving strategies were found to have significant correlations with academic achievement. Gender analysis revealed that female students generally had higher metacognition scores, but the gender difference in academic performance was minimal. Additionally, correlation analysis of each item confirmed that learning planning, time management, and referencing materials for problem-solving influenced academic achievement. This study emphasizes the significant impact of metacognition on learning outcomes and suggests the need for educational approaches aimed at enhancing learning strategies and metacognitive abilities.