Metacognition and Intrinsic Motivation as Predictor of Academic Success and Mental Health in University Students

Abstract

This study examines the connection between, metacognition, intrinsic motivation, academic achievement and mental health among university students. It is proposed to establish the role of metacognitive awareness and intrinsic motivation as predictors of academic performance and mental health. The sample size comprised of 270 students of the university and data were collected using a quantitative study method by administering self-administered questionnaires on metacognition, intrinsic motivation, academic achievement (GPA), and mental health (DASS scores). The results indicated that there were very strong positive relationships between the metacognitive awareness and success in academics, between the intrinsic motivation and the academic success and mental wellbeing. Moreover, the results of a regression analysis indicated that metacognitive awareness and intrinsic motivation were significant predictors of academic success and that mental health mediated the relationships between metacognitive awareness and intrinsic motivation, respectively. The paper demonstrates the significance of developing metacognitive abilities and intrinsic motivation in learning institutions to improve academic achievement and promote mental health.