Authors: Ms. Manju Yadav, Professor Sushma Rani
Abstract: The present study aims to examine the relationship between metacognitive skills and emotional intelligence among senior secondary school students. Metacognitive skills, which involve planning, monitoring, and evaluating one's own learning processes, play a significant role in improving academic performance and lifelong learning. Emotional intelligence, encompassing the ability to perceive, understand, manage, and regulate emotions, is equally important for students' personal, social, and academic development. The study adopts a quantitative survey method, selecting a representative sample of senior secondary school students through an appropriate sampling technique. Standardized instruments are used to assess students' metacognitive skills and emotional intelligence. Statistical techniques such as descriptive statistics, correlation, and inferential analysis are employed to analyze the data. The findings are expected to reveal a significant positive relationship between metacognitive skills and emotional intelligence, indicating that students with higher emotional intelligence tend to demonstrate better metacognitive abilities. The study also explores differences based on demographic variables such as gender and academic stream, where applicable. The findings are expected to contribute to educational psychology by highlighting the importance of fostering both metacognitive skills and emotional intelligence in school education. The study recommends that educators incorporate instructional strategies and emotional learning programs that enhance students' self-awareness, self-regulation, and reflective thinking to promote holistic development.
