References
[1]. Beaton, D., Bombardier, C., Guillemin, F., & Ferraz, M. B.
(2007). Recommendations for the cross-cultural
adaptation of the DASH & QuickDASH outcome measures.
Institute for Work & Health, 1(1), 1-45.
[2]. Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000).
How people learn (Vol. 11). Washington, DC: National
Academy Press.
[3]. Cattle, R. B. (1966). The screen test for the number of
factors. Multivariate Behavioural Research, 1 (2), 245-276. https://doi.org/10.1207/s15327906mbr0102_10
[4]. Cortina, J. M. (1993). What is coefficient alpha? An
examination of theory and application. Journal of Applied
Psychology, 78(1), 98-104.
[5]. Dogan, Y., & Tuncer, M. (2017). Effect of metacognitive
awareness on achievement in foreign language learning.
Istanbul Ticaret Universitesi Sosyal Bilimer Dergisi Yil, 16(31),
297-310.
[6]. Dunning, D., Johnson, K., Ehrlinger, J., & Kruger, J. (2003).
Why people fail to recognize their own incompetence?
Current Directions in Psychological Science, 12(3), 83-87.
https://doi.org/10.1111/1467-8721.01235
[7]. Flavell, J. H. (1979). Metacognition and cognitive
monitoring A new area of cognitive-development inquiry.
American Psychologist, 34(10), 906-911. https://doi.org/10.
1037/0003-066X.34.10.906.
[8]. Gay, L. R. (1990). Educational Research:
Competencies for analysis and interpretation (3rd ed.). New
York: Macmillan Publishing Company.
[9]. Guillemin, F., Bombardier, C., & Beaton, D. (1993).
Cross-cultural adaptive health-related quality of life
measures: Literature review and proposed guidelines. J
Clin Epidemiol, 46, 1417-32.
[10]. Harman, H. H. (1976). Modern factor analysis (3rd ed.).
Chicago: University of Chicago Press.
[11]. Hendricson, W. D., Jon Russell, I., Prihoda, T. J.,
Jacobson, J. M., Rogan, A., Bishop, G. D., & Castillo, R.
(1989). Development and initial validation of a duallanguage
english–spanish format for the arthritis impact
measurement scales. Arthritis & Rheumatism: Official
Journal of the American College of Rheumatology, 32(9),
1153-1159.
[12]. Jacob, J. E., & Paris, S. G. (1987). Children's
metacognition about reading: Issues in definition,
measurement, and instruction. Educational Psychologists,
22(3-4), 225-278. https://doi.org/10.1080/00461520
[13]. Jolliffe, I. T., & Cadima, J. (2016). Principal component
analysis: A review and recent developments. Philosophical
transactions of the royal society: A Mathematical, Physical,
and Engineering Sciences. https://doi.org/10.1098/rsta.2015.0202
[14]. Kallay, E. (2012). Learning strategies and
metacognitive awareness as predictors of academic
achievement in a sample of Romanian second-year
students. Cognition, Brain, Behaviour, An Interdisciplinary
Journal, 16(3), 369-385.
[15]. Kruger, J., & Dunning, D. (1999). Unskilled and
unaware of it: How differences in recognizing one's own
incompetence lead to inflated self-assessments. Journal
of Personality Social Psychology, 77(6), 1121-1134.
[16]. Kuder, G. F., & Richardson, M. W. (1937). The theory of
the estimation of test reliability. Psychometrika, 2(3), 151-
160.
[17]. Meher, V.,& Baral, R. (2020). Cultural adaptation and
validation of self-efficacy scale for higher secondary
school students of Odisha. Shanlax International Journal of
Education, 8(4), 90-100. https://doi.org/10.34293/educa
tion.v8i4.3360
[18]. Metcalfe, J., & Shimamura, A. P. (1994).
Metacognition: Knowing about knowing. Cambridge, MA:
MIT Press.
[19]. NPC. (2020). Catalogue of the National Psychological
Corporation. Uttar Pradesh: National Psychological
Corporation, Agra.
[20]. Oyuga, P. A., Aloka, P. J. O., & Raburu, P. (2016).
Relationship between metacognitive learning skills and
academic performance among Orphaned secondary
school students of Kenya. International Journal of
Advanced and Multidisciplinary Social Science, 2(2), 40-
46. https://doi.org/10.5923/j.jamms.20160202.02
[21]. Palincsar, A. S., & Brown, A. L. (1989). Instruction for
self-regulated reading. In L. B. Resnick & L. E. Koler (Eds.),
Towards the thinking curriculum: Current cognitive
research, (pp. 203-245). Alexandria, VA: Association for
Supervision and Curriculum Development Yearbook.
[22]. Sahin, S. M., & Kendir, F. (2013). The effect of using metacognitive strategies for solving geometry problems
on students' achievement and attitude. Educational
Research and Review, 8(19), https://doi.org/10.5897/ERR
2013.1578.
[23]. Schoenfeld, A. H. (1991). On mathematics as sensemaking:
An informal attack on the fortunate divorse of
formal and informal mathematics, in James F. Voss, David
N. Perkins, and Judith W. Segal (Eds.), Informal Reasoning
and Education (pp. 311-344). Hillsdale, NJ: Erlbaum.
[24]. Schraw, G. (1998). Promoting general metacognitive
awareness. Instructional Science, 26, 113-125. https://doi.
org/10.1023/A:100304423133
[25]. Schraw, G., & Dennison, S. (1994). Assessing
metacognitive awareness. Contemporary Educational
Psychology, 19, 460-475.
[26]. Sperber, A. D. (2004). Translation and validation of
study instruments for cross-cultural research.
Gastroenterology, 126, 124-128. https://doi.org/10.1053j.
gastro2003.10.016
[27]. Sperber, A. D., Devellis, R. F., & Boehlecke, B. (1994).
Cross-cultural translation: Methodology and validation. J
Cross-Cult Psychol, 25, 501-524.
[28]. Tandel, S. H., & Panigrahi, S. C. (2012). Development
of metacognitive skills in science student-teacher through
a constructivist approach (Unpublished doctoral
dissertation), Maharaja Sayajirao University of Baroda,
Vadodara, Gujarat, India.
[29]. Tsang, S., Royse, C. F., & Terkawi, A. S. (2017).
Guidelines for developing, translating, and validating a
questionnaire in perioperative and pain medicine. Saudi
Journal of Anaesthesia, 11 (1), 80-89. https://doi.org/10.41
03sja.SJA_203_17
[30]. Young, A., & Fry, J. D. (2008). Metacognitive
awareness and academic achievement of college
students. Journal of the Scholarship of Teaching and
Learning, 8(2), 1-10.
