*2.2.3 Strategic knowledge: strategy variable*

The third cornerstone, strategic knowledge, encompasses the repertoire of effective strategies employed in task execution. This facet involves knowing when and how to apply specific strategies to achieve desired outcomes. Strategic knowledge empowers individuals to select the most suitable methods, techniques, and approaches for different tasks. By leveraging this knowledge, individuals can streamline their learning process, enhance efficiency, and tackle challenges with greater confidence [5, 23, 24].

Metacognition is not confined to the realm of academia; it also permeates professional achievements. In the workplace, individuals who possess metacognitive skills are better equipped to approach complex tasks and challenges with confidence. The ability to break down problems into manageable steps and critically evaluate progress becomes a valuable asset in problem-solving and decision-making [10, 22, 25]. Metacognition encourages a culture of adaptability, innovation, and continuous learning that are highly sought-after qualities in the professional world. In this way, metacognition contributes to career success and fosters a lifelong commitment to professional development [25].

Metacognition's influence extends to the dynamic landscape of social interactions. By promoting effective communication, empathy, and collaborative problem-solving, individuals with metacognitive knowledge are better prepared to engage with others in a meaningful and constructive way. They understand not only their own cognitive processes but also the diversity of approaches that different individuals may employ. This fosters a culture of inclusivity, cooperation, and effective teamwork that are essential in various social contexts, from friendships and family relationships to professional collaborations and community engagement. Metacognition becomes a bridge to building meaningful and harmonious social connections.

Thus, metacognition paints its influence across all facets of human development. It is a multifaceted tool that enriches cognitive development, fosters personal growth, enhances professional achievements, and contributes to the success and harmony of social interactions. Its far-reaching impact underscores the importance of metacognitive knowledge in the holistic development of learners. The utilization of metacognitive knowledge helps prospective teachers to perform well in their personal and professional lives [25].

### **2.3 Nurturing self-knowledge for holistic development**

This introspective exploration, often referred to as self-knowledge, not only illuminates the path to better understanding oneself but also holds the key to unlocking one's full potential across diverse facets of life. Self-knowledge extends beyond surface-level awareness, delving into the intricacies that shape an individual's thoughts, motivations, and behaviors. It involves recognizing both the strengths that propel progress and the vulnerabilities that present opportunities for growth [26]. This profound understanding provides the foundation upon which individuals can build effective strategies for learning, decision-making, and interpersonal interactions. It is a journey of self-discovery that offers the compass needed to navigate the complexities of today's dynamic world. By nurturing self-knowledge, individuals not only enhance their own lives but also contribute to the collective tapestry of personal and societal advancement [27, 28].

Teachers play a crucial role in enhancing students' self-awareness, self-discovery, and overall personal development. They serve as guides, mentors, and facilitators in creating an environment that fosters introspection, self-improvement, and the development of various skills. Here is how teachers can contribute to enhancing students' self-awareness and related aspects.

Engaging in self-analysis paves the way for personal growth and development. By introspectively examining different dimensions of one's personality, individuals can gain valuable insights that contribute to ongoing self-improvement. Understanding how one perceives oneself across various aspects of their character serves as a crucial foundation for continuous self-monitoring [18]. This process enables individuals to track their progress, identify areas for enhancement, and cultivate a deeper awareness of their strengths and areas that require attention.

### **2.4 Fostering task variables for learner efficacy**

Based on Bandura's theory of self-efficacy, students' self-efficacy involves an individual's judgments regarding one's own ability to master a task [15]. Tasks are the learner engagements in performing an activity. Learning efficacy refers to the degree of an individual's confidence in the actual application of skills and knowledge taught to them in either classroom or training sessions.

Efficacious students display a propensity for embracing intricate and demanding tasks. This proclivity is accompanied by adept time management and unwavering commitment to effectively decipher intricate conceptual challenges. Tasks fundamentally catalyze a heightened level of learner engagement, propelling a cognitive regulation process for the efficacious execution of assigned undertakings. Proficiency in this context encompasses task awareness, discerning the pertinence of varying tasks, methodically delving into task exploration, and ultimately showcasing productive mastery across a spectrum of learning scenarios. Such a

multifaceted approach not only enhances the learning process but also underpins diverse forms of exemplary performance [8, 11, 23].

### **2.5 Practicing strategic knowledge for goal achievement**

In the context of learning, strategic knowledge indicates the knowledge of the general strategies for learning, thinking, and problem-solving. Many strategies are required to plan, monitor, and regulate cognition which is the base of various performances. Strategies are the paths towards the goals and successful strategies are essential to ensure the achievement of goals [10, 25, 29].

Strategic knowledge plays a crucial role in problem-solving across various contexts, empowering individuals to tackle challenges with effectiveness and efficiency. In problem-solving, strategic knowledge refers to a deep understanding of different approaches, methodologies, and tools that can be employed to analyze and address complex issues. In everyday life, strategic knowledge enhances decision-making [30]. Individuals facing personal dilemmas or practical issues can tap into their strategic knowledge to explore different options, anticipate potential outcomes, and select the most suitable course of action. Furthermore, strategic knowledge fosters critical thinking. It encourages individuals to approach problems with a well-rounded perspective, considering multiple dimensions and possibilities. This holistic approach often leads to more comprehensive and effective solutions [13, 24].

Strategies encompass a range of approaches, techniques, and plans that individuals deploy to achieve their goals efficiently and effectively. At the core of this process lies strategic knowledge, which entails understanding on how to analyze situations, devise plans, allocate resources, and adapt approaches to overcome challenges and reach desired outcomes [30]. Teachers play a pivotal role in motivating learners to acquire and apply strategic knowledge effectively [28]. Their guidance and support can inspire students to develop a deep understanding of strategic approaches and their practical applications. Here is how teachers can contribute to fostering motivation and enthusiasm for strategic knowledge.

### **3. Research methodology**

### **3.1 Research design**

The primary aim of this study is to investigate the utilization of metacognitive knowledge in enhancing learner holistic performance. To achieve this objective, a quantitative research design was chosen, with a particular emphasis on the collection and analysis of numerical data.

The researchers employed the survey method as the primary data collection technique. The study's target population comprised teacher aspirants attending UG courses in Education. These students were selected as respondents based on their relevance to the research focus. As part of their academic curriculum, these individuals have been exposed to theoretical constructs related to metacognition. The selection of this particular group allowed for an examination of whether they effectively apply metacognitive knowledge to enhance their overall performance as learners. The present study included a sample of 178 students. This sample was chosen based on the criteria of having a foundational understanding of metacognitive knowledge through their academic coursework.

### **3.2 Instrument**

To assess the respondents' utilization of metacognitive knowledge for holistic performance, the survey instrument was carefully designed. The survey included questions that explored their awareness of metacognitive strategies, how they apply these strategies in their learning processes, and the impact of metacognition on their overall performance.

The scale comprises a series of items that require participants to self-assess their awareness and use of metacognitive knowledge related to person variable, task variable, and strategy variable. It includes statements related to the application of metacognitive knowledge in real-life scenarios, both within and outside the classroom. The scale is designed to measure the depth of participants' metacognitive understanding and its practical utilization. It has three sections: Section 1 for assessing person variable, Section 2 for assessing task variable, and Section 3 for assessing strategy variable. The responses were patterned on a Likert Scale, ranging from 1 to 5 indicating Never, Rarely, Sometimes, Often, and Always. High scores indicate higher use of metacognitive knowledge, whereas low scores indicate minimum use of metacognitive knowledge. The instrument underwent professional critiquing for validity and reliability. The Cronbach alpha coefficient was found to be 0.95, and test-retest reliability results were found to be 0.91.

### **3.3 Data analysis and results**

The obtained data were analyzed to find out the mean scores. These are presented in **Tables 1**–**3**.

**Table 1** shows the use of person variable of metacognitive knowledge for holistic performance. The statement 'I can utilize my strengths in various aspects of my life' scored highest with a mean of 4.64. The statement 'My personal experience influences my interactions' scored the lowest with a mean of 2.98. The mean total score is 3.91, which indicates that the respondents often utilizes the person variable of metacognitive knowledge.


### **Table 1.**

*Utilization of metacognitive knowledge- person variable for holistic performance.*


*Perspective Chapter: Optimizing Metacognitive Knowledge for Holistic Learner Performance DOI: http://dx.doi.org/10.5772/intechopen.113792*

### **Table 2.**

*Utilization of metacognitive knowledge-task variable for holistic performance.*

**Table 2** shows the use of task variables among the respondents. The statement 'I set aside dedicated time for my most critical task' scored highest with a mean of 4.56. The statement 'I regularly review and adjust my time management strategies for better results' got the lowest score with a mean of 2.73. The mean total score is 3.67, which shows that the respondents often make use of the task variable of metacognitive knowledge.

**Table 3** shows that the statement 'I consider different approaches before deciding on the best one for a given task' scored the highest with a mean of 4.66. The statement 'I evaluate the effectiveness of the strategies I use and adjust as needed' got the lowest score 2.56. The mean total score is 3.67, which indicates that the respondents often use the strategy variables of metacognitive knowledge.

The tables also reveal that person variables are the most utilized component of metacognitive knowledge having a mean of 3.91. The task variables and strategy variables are equally used with a mean of 3.67. Thus, all these three variables are often used by students for enhancing their holistic performance.


#### **Table 3.**

*Utilization of metacognitive knowledge-strategy variable for holistic performance.*

### **4. Discussion**

The sample for the present study was undergraduate Education students, who have adequate awareness about metacognitive knowledge through their course. The findings show that these respondents always utilize their strengths, adjust well to social situations, set aside time for doing important tasks, and choose the best strategies for performance. The respondents often utilize person-related awareness, task-related knowledge, and strategy knowledge for performing well in various fields. This aligns with the findings of other research [25–27].

The study demonstrates that these respondents consistently utilize their strengths and adapt effectively to social situations. This finding is in line with the model of self-regulated learning, where self-awareness of one's strengths and weaknesses is considered a vital component of metacognition. The ability to adapt to social situations may also be attributed to metacognitive skills, which facilitate the regulation of social interactions [20]. Respondents consistently choose the best strategies for performance. This aligns with research on metacognitive regulation that emphasizes the importance of strategy knowledge in enhancing performance [17, 31]. The respondents' ability to select and apply appropriate strategies suggests a high level of metacognitive competency. These findings have significant implications for educators. It suggests that metacognitive knowledge should be emphasized in the curriculum, as it equips students with valuable skills for self-regulated learning and

personal development [32, 33]. Educational institutions should consider incorporating metacognitive training programs to enhance students' awareness and the use of metacognitive knowledge.
