Literaturnachweis - Detailanzeige
| Autor/in | Sekar, J. Master Arul |
|---|---|
| Titel | Social Intelligence and Metacognition of Adolescents |
| Quelle | 2 (2016) 9, S.3-13 (11 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2454-9827 |
| Schlagwörter | Metacognition; Adolescents; Correlation; Undergraduate Students; Foreign Countries; Interpersonal Competence; Gender Differences; Cognitive Processes; Intellectual Disciplines; Student Characteristics; India |
| Abstract | The present study aims to find out the level of social intelligence and metacognition of adolescents and the correlation between social intelligence and metacognition of adolescents. Since it is a fact-finding expedition, survey method was adopted by the investigator. Stratified random sampling techniques of 120 adolescents falling in the age group of 18-20 years were taken for this investigation. The above samples were taken from the undergraduate students who are studying in two Government arts and science colleges in Tiruchirappalli District which are the Colleges, affiliated to Bharathidasan University, Tiruchirappalli, Tamil Nadu, India, of whom 69 are boys and 51 are girls. Special attention was given to such factors like gender and subjects. Social Intelligence Scale is developed and validated by the investigator (2011) and Metacognition Inventory by Punitha Govil (2003) was used to collect the data. The data are analyzed by percentage analysis, mean, standard deviation, 't' test and correlation. The findings of the study results reveal that (i) the 54.2 percent of adolescents have a high level of social intelligence and 67.5 percent of adolescents have a moderate level of metacognition, (ii) there is a significant difference between boy and girl adolescents with regard to social intelligence and its dimensions namely social information processing, social awareness and social skills (iii) there is no significant difference between boy and girl adolescents with regard to metacognition and its dimensions such as regulation of cognition and knowledge of cognition (iv) there is significant difference between arts group and science group adolescents in their social intelligence and in their metacognition, (v) there is no significant relationship between social intelligence and metacognition of adolescents with regard to boy, arts group and science group respondents, but there is no significant relationship between social intelligence and metacognition of adolescents with regard to girl respondents. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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