• Dr Satyavah Dwivedi

Improving student learning results in all kinds of educational environments depends much on meta-cognition, the knowledge and control of one's cognitive processes. Students' capacity to organize, monitor, assess, and modify their learning processes depending on task demands and personal knowledge is included under this cognitive phenomena. Studies show that students who are meta-cognitively aware show better academic achievement, greater material understanding, and more successful self-directed learning strategies. Students who acquire meta-cognitive skills start to choose suitable techniques more deliberately, acknowledge knowledge gaps, and reroute their efforts when their learning suffers. Explicit meta-cognitive training, self-assessment tools, and reflective practices combined in educational interventions have repeatedly shown good results on performance across disciplines and age groups. Moreover, meta-cognitive growth seems especially helpful for struggling students since it offers methodical ways to go beyond obstacles in their education. Meta-cognition becomes a basic ability that enables students to become autonomous, flexible learners able to transfer knowledge across contexts and monitor their intellectual development over their academic paths as educational systems stress lifetime learning competencies more and more.

Self-regulation, Reflective practice, Executive functioning, Cognitive awareness, Learning strategies, Self-assessment

"The Role of Meta-cognition in Improving Students learning outcomes", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.8, Issue 11, page no.e33-e42, November-2021, Available :http://www.jetir.org/papers/JETIR2111405.pdf

"The Role of Meta-cognition in Improving Students learning outcomes", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.8, Issue 11, page no. ppe33-e42, November-2021, Available at : http://www.jetir.org/papers/JETIR2111405.pdf