Development and Standardization of Gurukula Kangri Metacognition Awareness Scale in Higher Education Students

Abstract

Abstract Authors have advocated for the inclusion of spiritual cognition awareness (SCA) as a domain in metacognition with metacognitive knowledge (MCK) and metacognitive regulation (MCR). It is in our understanding the knowledge comes from within (i.e., spirituality) are the innate ability to know and regulate own cognitive process. Previous literature supports the notion that spirituality has positive effect in students’ cognition, thus enhances their learning. The self-report assessment to measure metacognition as domain-specific ability associated to spiritual cognition (knowledge) is not found in previous literature. The authors have included the spiritual cognitive awareness as a domain in metacognition based on spiritual cognition theory, while tracing the descriptions as delineated in Indian psychological roots. This study elaborates the construction, development, and standardization of the 45-item Gurukula Kangri Metacognition awareness scale (GKMAS). The different properties of scale were confirmed by content validity, face validity (cognitive interview), demonstration of reliability (internal consistency, test-retest, split half), convergent validity and discriminant validity. The rigorous literature review has been carried out (for inclusion) before starting content and face validation process to fit SCA into metacognition. The 45-item GKMAS was administered on total 457 higher education students, received acceptable Cronbach’s alpha value for GKMAS and its SCA, MCK, and MCR. The study has also discussed implications of GKMAS in academic and corporate settings.