Metacognitive Awareness and Academic Motivation: A Cross-Sectional Study in Teacher Education Context of Turkey

Ÿz, Hüseyin

doi:10.1016/j.sbspro.2016.10.035

Cited by 15 publications

(6 citation statements)

References 37 publications

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“…The cognitive style was identified using the Group Embedded Figure Test (GEFT) (Witkin & Goodenough, 1977), which had three parts with different completion times for each part, namely, the first part lasted three minutes, the second part lasted five minutes, and the third part lasted five minutes. The Metacognition Awareness Inventory (MAI) used in this study (Schraw & Dennison, 1994) which was adjusted to the context of natural science learning which was stated to be generally reliable (α Cronbach = 0,96) (Feiz, 2016;ÿz, 2016). The GEFT score is interpreted into two categories, FD category if score obtained was 0-11, while FI category if score obtained was 12-18.…”

Section: Methodsmentioning

confidence: 99%

Prospective Teachers’ Metacognitive Awareness in Remote Learning: Analytical Study Viewed from Cognitive Style and Gender

Asy’ari¹,

Rosa

2022

IJECE

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Cognitive regulation related to the learning independence is a problem that often appears in remote learning. It’s related to metacognition awareness that claimed could facilitate learners in understanding how to learn and regulate the learning process to solve the new problem encountered. The current study aimed to investigate the prospective science teachers’ (PST) metacognitive awareness in remote learning based on field-dependent and field-independent cognitive styles, and gender. Quantitative research with a survey method involving 100 PST was carried out in this study. The PST metacognitive awareness was collected using the Metacognition Awareness Inventory (MAI) instrument, while PST cognitive style was determined using the Group Embedded Figure Test (GEFT) instrument, which was empirically declared valid and reliable. The research data were analyzed using the independent sample t-test, and the Mann-Whitney test after the data distribution test was carried out using the Kolmogorov-Smirnov test. Based on gender differences, PST metacognitive awareness was not significantly different (p>0.05), while based on cognitive style, PST metacognitive awareness was significantly different (p<0.05) on indicators of procedural knowledge and conditional knowledge. In addition, PST metacognitive awareness was significantly different on indicators of procedural knowledge, conditional knowledge, planning, monitoring, debugging, and evaluation based on a review of cognitive styles and gender differences.

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Section: Methodsmentioning

confidence: 99%

Prospective Teachers’ Metacognitive Awareness in Remote Learning: Analytical Study Viewed from Cognitive Style and Gender

Asy’ari¹,

Rosa

2022

IJECE

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“…However, because attributes do not operate in isolation, it is argued here that analysis of students’ learning beliefs is most meaningful at a truly dispositional level, that is, by collectively considering attributes representing various dispositional domains. Few studies to date have included such a range of attributes, although many have combined two or three; for example, academic self-efficacy and evaluative anxiety (Sotardi and Brogt, 2017), metacognitive awareness and academic motivation (Öz, 2016), personality traits, self-esteem and self-efficacy (Giunta et al , 2013), and implicit theories of intelligence and locus of control (Bodill and Roberts, 2013). In some cases, results have clearly shown interactions between attributes, such as the moderating effect of positive academic emotions on the relationships between self-regulation and academic achievement (Villavicencio and Bernardo, 2013).…”

Section: Dispositions Towards Learningmentioning

confidence: 99%

Dispositions towards learning: the importance of epistemic attributes for postgraduate learners

Spray

Holbrook

Scevak

et al. 2023

SGPE

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Purpose Learners’ dispositional attributes form the foundations for their learning behaviour and therefore academic outcomes. This study aims to explore the dispositional attributes of postgraduate learners in coursework programs, and to understand the relationships between dispositional attributes and academic achievement at this level. Design/methodology/approach This study profiled the dispositions towards learning of 880 Master’s students in Australia, reported in an online survey. Statistical analysis was used to explore the possibility of underlying dispositional dimensions and latent clusters of participants within the cohort. Findings The profile of the cohort overall was as expected for an elite academic group, yet there was substantial variation between individuals. Cluster analysis identified three groups of students with meaningfully different dispositional profiles. Exploratory factor analysis revealed two underlying dispositional dimensions, representing epistemic and agentic attributes. Epistemic attributes were most closely related to academic achievement. Practical implications It is argued that students at Master’s level typically possess the agentic attributes necessary for effective self-regulation. At this level, therefore, epistemic attributes are more relevant for differentiating between higher and lower achieving students. The attainment of sophisticated epistemic attributes is in line with the stated goals of postgraduate education. This supports the explicit teaching of metacognitive and epistemic skills within postgraduate degrees. Originality/value This study contributes a detailed analysis of Master’s students’ dispositional profiles. Two underlying dispositional dimensions are identified, representing agentic and epistemic attributes. The importance of epistemic attributes for postgraduate academic achievement identifies an opportunity for targeted interventions to raise the quality of learning at this level.

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“…Literatürde TGA'nın kavram yanılgıları üzerindeki etkilerini araştıran çalışmalar da geniş yer tutmaktadır (Akgün & Deryakulu, 2007;Chen vd., 2012;Lestari vd., 2018;Liew & Treagust, 1998;Yaman, 2012). TGA stratejisine göre hazırlanmış etkinliklerin öğrencilerin motivasyonlarını ve tutumlarını olumlu yönde etkilediği bulgusu da literatürdeki birçok çalışmanın sonucunda yer almaktadır (Akarsu, 2018;Akkılık, 2016;Alkan, 2016;Bilen & Aydoğdu, 2010;Kırılmazkaya & Kırbağ, 2015;Köseoğlu Tümak & Kavak, 2002;Tekin, 2008). TGA'nın öğrencilerin bilişsel süreç becerileri ve düşünme yeteneklerine olumlu etkilerinin olduğunu belirleyen çalışmalar literatürde bulunmaktadır (Kara, 2017;Özdemir, 2011;Wu & Tsai, 2005).…”

Section: Tartişma Ve Sonuçunclassified

Investigating the Effects of Materials Supported With Poe (Prediction-Observation-Explanation) Method on High School Students Metacognition Awareness

Karadeniz

Altundağ

Yücel

2020

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Bu araştırmanın amacı, 9. sınıf kimya dersi öğretim programında yer alan "maddenin hâlleri" konusunda tahmin et -gözleaçıkla (TGA) yöntemine uygun çalışma yaprakları geliştirmek ve çalışma yaprakları yardımıyla yapılan TGA etkinliklerinin öğrencilerin üst bilişsel farkındalıklarına etkisini incelemektir. Araştırmanın çalışma grubunu 2016-2017 eğitim-öğretim yılında Ankara Mehmet Rüştü Uzel Mesleki Anadolu Lisesinde 9. sınıf şubesinde öğrenim gören 99 öğrenci oluşturmaktadır. Araştırma bir karma yöntem çalışmasıdır. Araştırmanın nicel kısmı ön test -son test deney ve kontrol gruplu desen kullanılarak gerçekleştirilirken, nitel kısmı ise odak grup görüşmesi tekniği ile yürütülmüştür. Araştırmada veri toplama aracı olarak Bilişötesi Farkındalık Envanteri kullanılmıştır. Öğrencilerin Biliş Ötesi Farkındalık Envanteri ve alt boyutlarından elde ettikleri puanların analizleri için betimsel istatistikler, çok değişkenli varyans analizi (MANOVA) ve bağımlı gruplar t testi uygulanmıştır. Araştırmanın sonucunda TGA yöntemine göre hazırlanmış etkinliklerin deney grubundaki öğrencilerin iki alt boyut haricinde (prosedürel bilgi -değerlendirme) diğer tüm alt boyutlarla karakterize edilen üst bilişsel farkındalıklarını arttırdığı sonucuna varılmıştır. Odak grup görüşmesiyle ortaya çıkan sonuçların hangi ölçüde nicel sonuçları açıkladığı değerlendirilmiş ve yorumlanmıştır.

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Metacognitive Awareness and Academic Motivation: A Cross-Sectional Study in Teacher Education Context of Turkey

Cited by 15 publications

References 37 publications

Prospective Teachers’ Metacognitive Awareness in Remote Learning: Analytical Study Viewed from Cognitive Style and Gender

Prospective Teachers’ Metacognitive Awareness in Remote Learning: Analytical Study Viewed from Cognitive Style and Gender

Dispositions towards learning: the importance of epistemic attributes for postgraduate learners

Investigating the Effects of Materials Supported With Poe (Prediction-Observation-Explanation) Method on High School Students Metacognition Awareness

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