The Delphi research and investigation technique utilizes experts in any given field to generate information in greater abundance and specificity than what is currently known or available. The conventional and more widely used Delphi process strives for consensus so that target issues can be more fully investigated based on the feedback of the people who are most knowledgeable and involved. Policy Delphi differs in that it does not seek consensus but rather is meant to generate the strongest possible opposing viewpoints on an issue so that policy makers can consider divergent and opposing perspectives. Multiple iterations or rounds of data collection are the most unique aspect of both processes which allows the quality and relevance of the information concerning the target issue to become more precise and well defined. “Real-time or e-Dephi” uses the modern era of computers, electronic devices, and web-based communication to achieve the critical and unique group communication process utilized in a Delphi investigation.

This study investigated relationship between self-concept and academic achievement of bachelor degree students. Female students at bacholar were considered the target population. A sample of 1500 students was selected by using two stage cluster sampling technique. An amended form of Self-Descriptive Questionnaire developed by Marsh (1985) was used as tool of research. Factor analysis was employed to explore the pattern of inter-item correlations of the questionnaire. Kendall’s-Tau-b technique of corrrelation was applied to correlate responses obtained on academic, physical and social self concepts related items with the academic achievement scores of students  Physical self-concept and social self-concepts were found unrelated to academic achievement. However, a significant but weak correlation was found between academic self-concept and academic achievement.

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Decision making can be regarded as an outcome of mental processes (cognitive process)

The research was the replication of the study done by Coutinho (2006) and it aimed at finding the relationship between achievement goals, meta-cognition and academic success. Achievement goals were further divided into two types: mastery and performance. The participants were 119 students enrolled in M. A. Education, Department of Education at the University of Sargodha. The questionnaire used in the original study, along with Urdu translation, was administered to the participants. The questionnaire consisted of three sections measuring mastery goals, performance goals, and meta-cognition, respectively. The academic achievement record was taken from the Office of Department of Education. Academic achievement was taken as marked and obtained at the Matric, Intermediate, Bachelors, and M.A. levels. It was concluded there is no significant correlation between mastery goals and academic achievement. Similarly, there was no significant correlation between performance goals and academic achievement at Matric, Intermediate and Bachelor levels. However, negative correlation was observed between performance goals and achievement at the masters level. The researchers found no significant relationship between meta-cognition and academic achievement at all levels and there were no significant gender differences in mastery goals, performance goals and meta-cognition.