Doctor of Philosophy in Education
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ACADEMIC RESILIENCE AMONG SENIOR SECONDARY STUDENTS: INFLUENCE OF METACOGNITION, SELF EFFICACY AND LEARNING ENVIRONMENT Thesis Submitted to For the Award of DOCTOR OF PHILOSOPHY IN EDUCATION By SIMRANJIT KAUR Reg. No.41100170 Supervised by DR. VIJAY KUMAR LOVELY FACULTY OF BUSINESS AND ARTS LOVELY PROFESSIONAL UNIVERSITY PUNJAB 2017 DECLARATION I do hereby declare that the thesis entitled “Academic Resilience among senior secondary students: Influence of Metacognition, Self Efficacy and Learning Environment” has been prepared and submitted by me under the guidance of Dr. Vijay Kumar, Associate Professor, School of Education, Lovely Professional University, Phagwara, Punjab, as per the full requirement for the award of the degree of Doctor of Philosophy (Ph.D) in Education is entirely my original work and all ideas and references have been duly acknowledged. It does not contain any work that has been submitted for the award of any other degree or diploma of any university. Simranjit Kaur Reg. No.-41100170 School of Education Lovely Professional University Phagwara, Punjab, India. Dated:---------- i CERTIFICATE This is to certify that Ms. Simranjit Kaur has completed Doctor of Philosophy (Ph.D.) in Education Thesis titled “Academic Resilience among senior secondary students: Influence of Metacognition, Self Efficacy and Learning Environment” under my guidance and supervision. To the best of my knowledge, the present work is the result of her original investigation and study. No part of the thesis has ever been submitted for any other degree or diploma to any other university. The thesis is fit for the award of Doctor of Philosophy (Ph.D.) degree. Dr. Vijay Kumar (Supervisor) Associate Professor, School of Education, Lovely Profession University, Phagwara, Punjab, India Dated: ------------ ii ABSTRACT Education plays a great role in the life of students all through the life. Through school education, students learn and develop personality, mental skills, moral & physical powers and promotes well being. Many times student faces many adverse situations in school environment which needs more resilient students. Students have to deal with study, time, friends, relationships, vocational choices etc. at school as well as at home. The present study explores the level of academic resilience, metacognition, self efficacy and learning environment of the senior secondary students and to find the role of schools in fostering academic resilience in students. The study investigated the influence of gender, locality and population on academic resilience, metacognition, self efficacy and learning environment of students. Further, the study investigated the influence of metacognition, self efficacy and learning environment on academic resilience of the students. Present study also explored the initiatives taken by the school for developing academic resilience among senior secondary students. Descriptive survey method of research was used for collecting the data. In total, sample size consisted of 1200 senior secondary school students. Academic Resilience Scale and Learning Environment scale constructed and standardized by investigator, Metacognitive Awareness Inventory (MAI) by Schraw and Dennison (1994), Self Efficacy Scale by Dr. Arun Kumar Singh and Dr. Shruti Narain (2005) & Questionnaire for assessing Initiatives taken by schools were used to collect the data. Keeping in view the different objectives of the study, the obtained data was analyzed using statistical software SPSS 16.0. Different statistical techniques like mean, median, standard deviation, percentage, t-test, scheffe test, one way ANOVA, three way ANOVA and correlation analysis were used for data analysis. The major findings of the study revealed that the boy and girl senior secondary students from rural and urban localities possess average level of academic resilience; senior secondary school students from least populated districts fall under above average level of academic resilience but students from highly populated districts falls under average level of academic resilience; senior secondary school students exhibit average level of metacognition and self efficacy iii on the basis of gender, locality and population; senior secondary boys and girls from rural urban localities perceived moderate level of learning environment; Students who perceive favourable learning environment are found more academically resilient than students who perceive moderate and unfavourable learning environment; Students who perceive moderate learning environment are found more academically resilient than students who perceive unfavourable learning environment; Urban senior secondary students have better sense of well being than rural senior secondary students; Students from least populated districts are more academically resilient than students from highly populated districts; Gender and population together have remarkable influence on emotional regulation and physical health of senior secondary urban girl students than rural girl students; Urban students from highly populated districts have greater sense of well being than senior secondary students from rural highly populated districts; Senior secondary boys from least and highly populated districts are more academically resilient than girls from highly populated districts; Gender and population has direct influence on metacognition; senior secondary girl students are more aware of their own cognitive abilities and their application for learning than senior secondary boys and students from least populated districts; Locality and population has effect on metacognition of senior secondary students from urban least populated districts are better in their metacognitive abilities than students from rural highly populated districts; Gender, locality and population has influence on the declarative knowledge and evaluation dimension of metacognition of students; Urban senior secondary students are more self efficacious than the rural senior secondary students; Senior secondary boys are more confident about their abilities than senior secondary girls; Further, boys are also better in terms of efficacy expectation and outcome expectation. Students from least populated districts are more self confident in their own abilities to perform a task than students from highly populated districts; Gender and locality has influence on self confidence, positive attitude and outcome expectation dimensions of the self efficacy of the senior secondary school students; Boys from urban localities are having more positive attitude than girls from rural localities. Similarly, girls from urban localities, are having more positive attitude than boys iv from rural localities; Students from urban least populated areas are more self efficacious than senior secondary students from urban highly populated districts; Senior secondary girls from highly populated districts and boys from least populated districts are more self efficacious than senior secondary girls from least populated districts; Learning environment at home is perceived better by students belonging to urban areas than belonging to rural areas; Senior secondary girls perceive effective and better learning environment at home than boys; Senior secondary students from least populated districts are getting more secure and stimulating environment than students from highly populated districts; Metacognition, self-efficacy and learning environment has direct influence on academic resilience of senior secondary school students; Relationship between academic resilience among senior secondary students with metacognition, self efficacy and learning environment was found significant; There are some of the facilities that are provided by all schools like safe and inviting school environment to the students, engagement of the students in a variety of sports and motor activities, parent teacher association, and safety practices like ragging are provided by all schools; Some facilities are available in majority of the schools like provision of safe ramp roads, initiatives for the development and personal growth of the students, organize medical checkups and pro social activities, engage students in a variety of motor activities, provision of Parent Teacher Association for making parents aware about the progress, provide safety from ragging in the school, effective discipline is followed in the school, school staff motivates and understands the problems faced by the students. But some of the facilities were not available in the majority of the schools like CCTV cameras in the school building, rest room facility for students, professional counselor in the school to advice students on personal problems and career related issues. The research has wider implications for the teachers, parents and administrators in terms of developing academic resilience among senior secondary students. Keywords: Academic Resilience, Metacognition, Self-Efficacy, Learning Environment. v ACKNOWLEDGEMENT The words are inadequate to express my grateful thanks to Dr. Vijay Kumar, Associate Professor, School of Education, Lovely Professional University, Phagwara, Punjab. I would like to express my deepest gratitude to him for his excellent guidance, comments, corrections, suggestions for language corrections and providing me with an excellent encouragement in each step of the study and throughout the writing of the thesis. He guided me all through and encouraged me not to give up. Without his support, timely guidance and active participation in every step,