A Study of the Metacognitive Awareness Levels of Students in Firat University's Faculty of Sports Sciences

Abstract

This study aims to identify the metacognitive awareness levels of the students studying in the departments of sports management, antreneurship and physical education. The population of this descriptive study consists of 854 students in the Faculty of Sports Science of Fırat University. No sampling was done, and the whole population was included inthe study. 684 students answered the questionnaires (participation rate: 80.1 %). The data of the study were collected with the Metacognitive Awareness Inventory (MAI) and a personal information sheet. As a result of the study, the mean scores of the total MAI of the students of the Physical Education Department (182.6±27.0), and their mean scores of knowedge of cognition (59.3±9.8) and regulation of cognition (123.3±18.0) dimensions were found to be lower than those students’ of other departments; and this difference is significant (p<0.05). The total MAI mean scores (177.7±30.1) of those graduates of a Sports High School, and their mean scores of knowedge of cognition (58.1±10.1) and regulation of cognition (119.5±20.9) were found to be significantly lower than those of the graduates of other high schools (p<0.05). Moreover, no significant relationship was found between the MAI and its dimensions and the students’ age and gender variables. Keywords: Metacogniton, metacognitive awareness, student

Unveiling the Impact of Metacognition on Academic Achievement in Physical Education and Activity Settings: A Comprehensive Systematic Review and Meta-Analysis of Qualitative Insights

“…For example, having a high level of metacognitive awareness and clear learning goals can prompt individuals to more effectively utilize metacognitive strategies to solve problems. 31 , 73 , 86 …”

“…Previous reviews and studies have extensively discussed the themes and underlying mechanisms involved in metacognition and human performance in PE and PA. 8 , 9 Indeed, the study of metacognition has expanded to cover various topics and domains. These themes include the degree of cognitive processing, 18 , 19 meta-cognitive knowledge, 20 , 21 meta-cognitive strategies, 4 , 22 problem-solving, cognitive flexibility; 23–26 metacognitive behavior; 27 metacognitive feelings, 28 , 29 decision-making and execution of skill; 30 meta-cognitive awareness; 31 , 32 meta-cognitive Judgments; 33 and self-regulating skills. 12 , 34–37 All of these studies show that metacognition-related themes are highly correlated with technical skill performance, academic achievement, and learning performance in PE and PA.…”

Analysis of Undergraduate Students’ Metacognitive Awareness Based on Class Level

“…The first component knowledge about cognition is classified into three sub-scales: declarative knowledge, procedural knowledge, and conditional knowledge. The second component regulation about cognition consists of five sub-scales: planning, information management strategies, comprehension monitoring, debugging strategies and evaluation (Gundogdu & Celebi, 2017).…”