Exploring Role of Metacognitive Components and their Awareness in Mental Health Behavior among Students of Higher Educational Institutions

Abstract

Objectives: Mental health is determined by the way students think, feel, behave and interact with peers socially and professionally. Metacognition guides students′ cognitive thinking strategies to achieve academic success as well as other cognitive health outcomes. It prevents any kind of psychological distress and regulate their emotive-cognition health behavior. The current research aimed to investigate the role of metacognitive components and awareness in relation to mental health conditions and identify potential areas of strengths and weaknesses of students enrolled at Al Ain University (AAU). Methods: A descriptive study design was employed, involving 512 participants and the data was collected using the Meta-Cognitive Awareness Inventory. Results: The results demonstrate a notable insufficiency in metacognitive thinking skills among AAU students, which highlights the necessity of incorporating metacognitive learning practices as effective health behavior among students. Conclusion: The research findings hold significant implications for optimizing educational practices and health behavior to enhance students′ metacognitive abilities. Educators and researchers can develop targeted health behavior and instructional strategies to promote metacognitive growth by identifying specific areas of strength and weakness. The results of this study contribute to the existing literature on metacognition and health behavior, providing valuable insights for fostering effective learning environments within higher education institutions (HEIs).