Metacognitive Awareness and Group Membership as Predictors of Academic Performance

Abstract

Numerous studies highlighted the role of higher-order cognitive processes and metacognitive awareness in academic performance and later careers. Similarly, extracurricular activities, such as various group memberships, have a positive impact on university success, enhancing cognitive abilities alongside social and emotional factors. The aim of this research is not only to uncover simple linear relationships but to examine the impact of group membership, as an extracurricular activity, on the relationship between metacognitive awareness and academic performance. We surveyed students from the Babeș-Bolyai University Faculty of Psychology and Educational Sciences, using the convenience sampling method and applying a correlational cross-sectional design. Positive, moderate-strength relationships were found between academic performance, metacognitive awareness, and group membership. According to the moderation model, group membership is not a significant moderator; however, based on the overall model, it can be concluded that group membership has a positive effect on academic performance. The study draws attention to the organization and support of extracurricular and co-curricular programs as activities that enhance metacognitive awareness and academic performance.

Keywords

• metacognitive awareness
• extracurricular activities
• co-curricular activities
• scientific group membership
• academic achievement
• moderation analysis