The contribution of cognitive and metacognitive strategy use to students' science achievement

Akyol, Gülsüm; Sungur, Semra; Tekkaya, Ceren

doi:10.1080/13803611003672348

Cited by 88 publications

(67 citation statements)

References 21 publications

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“…Buna göre, anne-babaların eğitim seviyesi yükseldikçe çocukların akademik başarılarının bariz bir şekilde yükseldiği görülmektedir. Bu ilişkiyi doğrulayan başka araştırmalarda bulunmaktadır (Akyol, Sungur ve Tekkaya, 2010;DeGarmo, Forgatch ve Martinez, 1999;Hall, Davis, Bolen ve Chia, 1999;Hortaçsu, 1994;Kuyper, Van der Werf ve Lubbers, 2000;Öksüzler ve Sürekçi, 2010;Yılmaz, 2000). Bu araştırmalardan bazılarında çocuğun akademik başarısında annenin (Hall vd., 1999;Hortaçsu, 1994;Öksüzler ve Sürekçi, 2010;Yılmaz, 2000), bazılarında ise babanın (Alomar, 2006;Anıl, 2009;Hortaçsu, 1995;Keskin ve Sezgin, 2009;Özer ve Anıl, 2011) daha etkili olduğu bulunmuştur.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Determinants of Student Successes in Transition from Basic Education to Secondary Education (TEOG) Examination: An Analysis Related to Non-School Variables

Aslan

2017

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Section: Tartışma Sonuç Ve öNerilerunclassified

Determinants of Student Successes in Transition from Basic Education to Secondary Education (TEOG) Examination: An Analysis Related to Non-School Variables

Aslan

2017

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“…Some research also suggests that the use of learning strategies may depend on demographic factors such as SES or gender. For example, students from varying socio-economic groups utilize strategies differentially with greater SES positively relating to more frequent strategy use (Akyol, Sungur, & Tekkaya, 2010;Jensen, 2009;Lipina & Colombo, 2009). Interestingly, most of this research has examined individual differences in SES such as how one's family SES influence strategy use.…”

Section: Learning Strategies Metacognitive Strategies and Achievementmentioning

confidence: 99%

Metacognition, Strategies, Achievement, and Demographics: Relationships Across Countries

2016

EDUC SCI-THEOR PRACT

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Learning strategies, such as memorization and elaboration strategies, have received both support and repudiation. The 2009 international PISA reading, science, and mathematics achievement test and survey of 15 year-olds in 65 countries was used. The findings indicated that self-reported use of learning strategies, which involve compensatory approaches like memorization, across a global sample was not strongly associated with higher achievement. However, metacognitive strategies which involve an awareness of thinking, as measured by the appropriate use of strategies within a context, were related to greater achievement. Although there were differences across gender and student SES, metacognitive strategies remained a significant predictor of achievement when controlling for SES and gender, and were on par with SES in predicting achievement. This study provides insight that may be particularly beneficial for males and lower SES students who underachieve in reading.

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“…Moreover, in Turkey metacognitive strategy use, goal orientation, and interest were investigated in terms of different variables such as achievement, competence expectancy, perception, and self-efficacy(e.g. Akyol, Sungur & Tekkaya, 2010;Bulus, Duru, Balkis, & Duru, 2011;Sungur, 2007;. However, relationship among these three constructs, which are metacognitive strategy use, goal orientation, and interest was examined in few research.…”

Section: The Statement Of Problemmentioning

confidence: 99%

“…Another limitation of this study is that there are other factors which have influence on metacognitive strategy use of preservice teacher. Teacher background variables (SES, ethnicity, past performance, prior knowledge, gender) also affect metacognitive strategy use (Akyol, Sungur & Tekkaya, 2010). Therefore, it is suggested that in future studies these factors should be examined with motivational factors to learn inclusion of background variables into these motivational variables.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

“…For this purpose, Taylor and Corrigan (2005) claimed that providing pre-service science teachers with suitable self-regulated learning environments contributes to development of their future students' self-regulation and science learning. Development of self-regulated learning depends on use of learning strategies (Akyol, Sungur, & Tekkaya, 2010). Therefore, it is important to investigate preservice science teachers with respect to use of learning strategies.…”

Section: The Statement Of Problemmentioning

confidence: 99%

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The role of achievement goal orientations and interest on metacognitive strategy use of preservice science teachers

Atasoy¹

2015

TURJE

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The purpose of this study was to determine contribution of achievement goal orientations and personal interest on prediction of metacognitive strategy use of preservice science teachers. This study was conducted with three hundred and twenty-two preservice science teachers who are freshmen, sophomore, junior and senior of elementary science education program. Data was collected by using three instruments which are "Metacognitive Self-Regulation Subscale ofMotivated Strategies for Learning Questionnaire", "Achievement Goals Questionnaire" and "The Academic Interest Questionnaire". Data was controlled with respect to reliability and validity. The collected data was analyzed by hierarchical regression. Results of this analysis showed that mastery approach goal orientation predicted significantly metacognitive strategy use of preservice science teacher in science course. On the other hand, mastery avoidance, performance approach, performance avoidance goal orientations and personal interest was not founded to predict significantly to metacognitive strategy use. Keywords Achievement goal orientations, personal interest, metacognitive strategy.ÖZ Bu çalışmanın amacı, fen bilgisi öğretmen adaylarının başarı hedefi yönelimleri ve kişisel ilgilerinin bilişüstü strateji kullanımını yordamadaki katkısını belirlemektir. Bu çalışma, ilköğretim fen bilgisi eğitimi programında okuyan birinci, ikinci, üçüncü ve dördüncü sınıfta olan toplam 322 fen bilgisi öğretmen adayı ile yürütülmüştür. Veriler, "Öğrenmede Güdüsel Stratejiler Ölçeğinin Bilişüstü Özdüzenleme Alt Ölçeği", "Başarı Hedefleri Anketi" ve "Akademik İlgi Anketi" kullanarak toplanmıştır. Güvenirlik ve geçerlilik açısından, veriler kontrol edilmiştir. Daha sonra, bu veriler hiyerarşik regresyon ile analiz edilmiştir. Araştırma bulguları sonucunda, ustalık-yaklaşım hedef yöneliminin, bilişüstü strateji kullanımını önemli ölçüde istatiksel olarak yordadığı görülmüştür. Bunun yanında, ustalık-kaçınma hedef yöneliminin, başarım-yaklaşım hedef yönelimi, başarım-kaçınma hedef yönelimi ve kişisel ilgilerin bilişüstü strateji kullanımı önemli ölçüde tahmin etmediği bulunmuştur. GENİŞ ÖZETÖz düzenleyici öğrenme, etkin ve yapıcı bir süreç olup, bu süreçte öğrenenlerin hedef belirlemesi, bu hedeflerin doğrultusunda kendi biliş düzeylerini, motivasyon ve davranışlarını, izlemesi, düzenlemesi ve denetlemesidir .Kapsamlı öz düzenleme, öğrenenlerin bilişsel, üstbilişsel ve motivasyon stratejilerini kullanması ile mümkün olmaktadır (Leutwyler, 2009).Bunların arasında, üstbilişsel stratejiler üst düzey idari süreçler olup, öğrencilere kendi öğrenme süreçlerini kontrol etmede, planlamada, izlemede ve düzenlemede yardımcı olur (Gall, Gall, Jacobsen, & Bullock, 1990).Üstbilişsel stratejilerin öğrenciler tarafından kullanılması için motive edilmesi gerekmektedir . Son yıllarda motivasyon öğesi olan başarı hedef yönelimleri ile yapılan çalışmalar hız kazanmıştır.Başarı hedef yönelimleri, başarılı olmak istemenin nedenleri ve verilen görevlere nasıl yaklaşıldığı ile alakalıdır .Bu ...

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The contribution of cognitive and metacognitive strategy use to students' science achievement

Cited by 88 publications

References 21 publications

Determinants of Student Successes in Transition from Basic Education to Secondary Education (TEOG) Examination: An Analysis Related to Non-School Variables

Determinants of Student Successes in Transition from Basic Education to Secondary Education (TEOG) Examination: An Analysis Related to Non-School Variables

Metacognition, Strategies, Achievement, and Demographics: Relationships Across Countries

The role of achievement goal orientations and interest on metacognitive strategy use of preservice science teachers

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