From Stressfulness to Mindfulness: Metacognitive Questionnaire 30 to identify the blind spots in Undergraduate Students’ under stressful condition

Ajith K,PP Vijayalakshmi

Background and Objectives: The concept of Metacognition gains much attention these days, as people live in an environment, in which maintaining focused attention is a difficult task. The study is an attempt to find the level of Meta awareness that undergraduate students exhibit when asked to perform a written discourse – under controlled conditions. Materials and Methods: The tool of this study was the Metacognition Questionnaire constructed by Wells & Cartwright – Hilton (2004). Consisted of thirty questions under five different categories, the questionnaire follows a 4 point scale. The scale was standardized with a reliability coefficient of 0.761, indicating a high internal consistency value (George & Mallery, 2003). Participants are given a paragraph to read and are required to write a short descriptive paragraph after reading. They are then directed to fill the questionnaire. Results: The current study featured 110 participants and the mean score of the participants in the metacognitive awareness questionnaire, is found to be 70.68, with a standard deviation score of 18.11. This indicates that the mean value of the whole size is placed in the ‘Low’ group category. Thus, it can be inferred that the participants, who are all undergraduate students, lack the capability of developing Meta awareness about the thoughts that pass through their minds. As far as the difference between girls and boys is concerned, both groups exhibit similar mean scores with a t – value of 1.07, indicating no significant difference between these two groups. Conclusions: As it becomes evident from the study, knowledge of meta-awareness plays an important role in determining the success of undergraduate students in successfully completing a given task, under controlled conditions. ‘Meta awareness’ is quite helpful in explaining the basic mechanism and effectiveness of mindfulness in promoting human well – being.

Volume 12 | 06-Special Issue

Pages: 574-579

DOI: 10.5373/JARDCS/V12SP6/SP20201065