DefinePK

Abstract

Students’ metacognitive awareness plays a vital role in enhancing their academic adaptability, as it enables them to regulate learning strategies and adjust effectively to new challenges. The ability to monitor and control one’s cognition fosters resilience and flexibility, leading to improved academic performance and successful adjustment in university settings. The objectives of the study were to find the level of metacognitive (Knowledge and Regulation) awareness and academic adaptability, and to explore the effect and relationship between metacognitive (Knowledge and Regulation) awareness and academic adaptability. The present study employed a quantitative research design using the survey method. The population included all 39 universities in Lahore, comprising both public and private institutions. A multistage sampling technique was applied. A structured questionnaire served as the main research instrument and was divided into two sections. To ensure content validity, the questionnaire was reviewed by a panel of education experts and university professors, who assessed the items for clarity, relevance, and alignment with the study objectives. Their suggestions were incorporated to refine the instrument. A pilot test was carried out with a sample of 40 respondents. Reliability was measured using Cronbach’s Alpha, with results exceeding the acceptable threshold of 0.70 for all subscales, confirming the internal consistency of the instrument. After data collection, responses were coded and analyzed using the Statistical Package for the Social Sciences (SPSS). Descriptive statistics, including mean and standard deviation, were calculated, while inferential statistics such as linear regression analysis and Pearson correlation were applied. The results highlight that both knowledge and regulation of cognition play important roles in shaping students’ capacity to adapt academically, with knowledge exerting a more substantial influence on adaptability outcomes. There was highly significant effect of metacognitive (Knowledge and Regulation) awareness on academic adaptability at university level.