The Mediator Role of Critical Thinking Disposition in the Relationship between Perceived Problem-Solving Skills and Metacognitive Awareness of Gifted and Talented Students

Abstract

This study aims to examine relationships among critical thinking dispositions, perceived problem-solving skills and metacognitive awareness of gifted and talented students, and to test a structural equation model based on these relationships. The study was conducted using the correlational research design and the study group, which was selected by using convenience sampling method, consisted of 502 gifted and talented students who were registered to Science and Art Centers in Adana, Kayseri and Mersin, Turkey in 2016. The data were collected through use of Likert-type scales and analyzed using Lisrel 8.7 and IBM SPSS Amos 25 programs. Structural equation modeling was used to determine structural relationships among variables. The initial findings indicated that students had high levels of critical thinking dispositions, perceived problem-solving skills and metacognitive awareness. The structural model, which was developed based on the relationships among these three variables, was confirmed. In light of the findings obtained from this model, it was revealed that 49% of the variance in students' perceived problem-solving skills was explained by their metacognitive awareness, and critical thinking disposition had a full mediation effect on the relationship between perceived problem-solving skills and metacognitive awareness. These findings were discussed in context of the related literature and some suggestions for implementation and future research were presented.

EFL Students’ Self-Regulated Learning Strategies during the Covid-19 Pandemic

“…This finding in the present study is in line with that reported by Tekkol and Demirle (2018), revealing the high level of self-directed learning skills among Turkish undergraduates across disciplines (Natural sciences, Social sciences, Health sciences, and Fine arts). The same finding was also recorded in the study by Boran and Karakus (2022), involving gifted and talented school students whose high metacognitive awareness significantly affected their problem-solving skills directly displayed in many creative solutions. Similarly, a high level of motivation self-regulation strategies among Yemeni college seniors was uncovered by Alotumi (2021).…”

“…Fisher et al (2001) contains only three subcomponents (self-management, desire for learning subscale, and self-control);Ghanizadeh and Mirzaee (2012) measured the participants' self-regulation using a 32-question scale questionnaire of four subcomponents (planning, self-monitoring, effort, and self-efficacy); Tekkol and Demirle (2018) used a 21-item scale of four sub-dimensions/components (motivation, self-confidence; self-control, and selfmonitoring); while a 20-item scale of four factors was utilized byUztosun (2020) as mentioned above and Yaghi (2021) implemented a 38-item scale of three subcomponents (global strategies, problem solving strategies, and support strategies). Also,Boran and Karakus (2022) used a questionnaire scale of 18 items under only one factor component to measure the participants' metacognitive awareness.…”

Incorporating the “Dizi Gui” Into Efl Classrooms for Young Learners: A Study on Self-Regulation in Second Language Acquisition

“…Most of the research done was to investigate the self-regulation of high school learners (e.g., Boran and Karakus, 2022), and college and university learners (e.g., Alotumi, 2021;Do, 2022). My present study is aimed at young learners (as defined in chapter 2).…”

Factors Influencing Problem-Solving Competence of Nursing Students: A Cross-Sectional Study

“…Participants in these studies were nursing students in the second, third, and fourth years of study in this paper, in the third and fourth years in the study done by Kim et al [ 24 ]; and in the first and second grades in the study by Ji et al [ 13 ]. Problem-solving ability can be developed under the influence of various factors; those identified in previous studies include communication ability [ 13 ], critical thinking ability [ 12 , 25 ], metacognition [ 11 ], and self-directed learning [ 2 ]. These factors are continuously improved through various interpersonal relationships formed while learning and studying liberal arts and other major subjects, rather than existing as innate abilities [ 26 ].…”