The Review of Academic Perception, Level of Metacognitive Awareness and Reflective Thinking Skills of Science and Mathematic University Students

Ayazgök, Büşra; Aslan, Hatice

doi:10.1016/j.sbspro.2014.05.137

Cited by 13 publications

(11 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Already at a young age, it seems that boys and girls use their metacognitive knowledge and skills in the learning process differently. Dissimilar results were found in the study by Ayazgök and Aslan (2014), which surveyed female and male students in the fields of science and mathematics, and where there was no statistically significant difference between male and female students regarding metacognitive awareness. This result is consistent with other studies in the literature (O'Neil and Brown 1998).…”

Section: Gender As a Moderatormentioning

confidence: 57%

“…This is in agreement with cognitive adaptability literature where scholars such as Liliana and Lavinia (2011), Nandrino et al (2013) and Sheorey and Mokhtari (2001) indicate that there are some gender differences in metacognition and that females are more cognitively adaptable than males. However, Ayazgök and Aslan (2014) and O'Neil and Brown (1998) found in their studies no statistically significant difference between male and female students regarding metacognitive awareness. The findings of the present study may allude to the fact that females elaborate and assign meaning to information from their surroundings more consciously, which is one of the mechanisms followed to form intentions (Urban, 2012b).…”

Section: Discussionmentioning

confidence: 73%

See 1 more Smart Citation

Exploring moderators in the relationship between cognitive adaptability and entrepreneurial intention: findings from South Africa

Botha

Bignotti

2017

Int Entrep Manag J

View full text Add to dashboard Cite

We build on the work of Haynie and Shepherd (2009), who introduced five dimensions of cognitive adaptability in an entrepreneurial context, and Urban (2012a), who explored the relationship of cognitive adaptability with entrepreneurial intention. There is evidence that cognitive adaptability represents a link in the development of intentions and we empirically answer the call to explore moderators of this relationship. We analyse data collected from 602 potential entrepreneurs in South Africa using structural equation modelling. The results indicate that three cognitive adaptability dimensions, namely goal orientation, metacognitive experience, and metacognitive choice, have a positive relationship with entrepreneurial intention. Level of education, age, gender and entrepreneurial type were tested as moderators as they represent personal-level variables related to both cognitive adaptability and entrepreneurial intention in the literature. Level of education moderated the relationship between goal orientation and entrepreneurial intention, as well as between metacognitive experience and entrepreneurial intention. The moderating role of gender affected the positive influence of goal orientation on entrepreneurial intention, which was stronger for females, while the negative influence of monitoring was stronger for males and weaker for females. For the entrepreneurial type moderator, the sample was split between 443 necessity-driven and 159 opportunity-driven potential entrepreneurs. The results revealed that entrepreneurial type moderated the path between metacognitive experience and entrepreneurial intention, which was stronger for necessity than opportunity potential entrepreneurs. The unconventional moderation effects observed in this South African study carry far wider applicability for the development of the theory of cognitive adaptability in an entrepreneurial context.

show abstract

Section: Gender As a Moderatormentioning

confidence: 57%

Section: Discussionmentioning

confidence: 73%

Exploring moderators in the relationship between cognitive adaptability and entrepreneurial intention: findings from South Africa

Botha

Bignotti

2017

Int Entrep Manag J

View full text Add to dashboard Cite

show abstract

“…Besides, Baykara (2011) has determined no significant difference between university students" metacognitive total scores in terms of gender. Likewise, no significant difference has been identified between university students" metacognitive thinking skills depending on gender in the studies of Tüysüz, Karakuyu, Bilgin (2008); Bakioğlu et al, (2015), Ayazgök and Aslan (2014). When the literature has been analyzed, findings are available related to the difference between students" metacognitive thinking skills in terms of gender, while some findings show that female students have higher levels of metacognitive thinking skills compared to males.…”

Section: Discussionmentioning

confidence: 98%

A Study on Metacognitive Thinking Skills of University Students

Coşkun

2018

JETS

View full text Add to dashboard Cite

The purpose of this study is to investigate the university students’ metacognition thinking skills. The research is a descriptive study in the screening model.The study was carried out with 407 students from the faculties of physical education and sports, education science and letters, business administration, theology, engineering, forestry and agriculture at Kahramanmaras Sutcu Imam University during the 2016-2017 academic year. They were selected by convenience sampling method. 'Personal Information Form' and ‘Metacognitive Thinking Skills Scale’, used as data collection tools. The research data were analyzed through use of SPSS 15.0. The study has concluded that university students have higher levels of metacognitive thinking ability together with their, 'thinking skill, reflective thinking skill intended for problem solving, decision making skill, alternative evaluation' sub dimensions. There has been an increase in the level of metacognitive thinking skill as well as the increase in the class level. Students studying in the faculty of theology were determined to have the highest level of highest metacognitive thinking skills. This was followed by students studying in education, physical education and sports, science-letters, forestry, agriculture and business administration respectively.

show abstract

“…Notably, the majority of research on reflection has considered the product of reflection as a deep learning management following enhancing knowledge and cognitive skills (25, 26). A review of various studies shows that instructors, in planning interactive activities for students, are more looking for learning cognitive outcomes (27, 28). Therefore, emotional aspects of learning and positive emotions obtained by expression of the inner-self are generally ignored or less considered (29).…”

Section: Discussionmentioning

confidence: 99%

Exploring the perception of nursing students about consequences of reflection in clinical settings

et al. 2017

View full text Add to dashboard Cite

BackgroundReflection on practical experiences is a key element that enables students to recognize their own strengths and weaknesses and develop nursing skills. Whilst reflection may enhance students’ learning in practice, there is little evidence about nursing students’ perception of the consequences of reflection in clinical settings.ObjectiveThis study aimed to explore Iranian nursing students’ perception regarding the consequences of reflection during clinical practices.MethodsThis qualitative study was conducted by a conventional content analysis approach in two nursing schools at Shiraz and Fasa Universities of Medical Sciences in Iran. Data were collected through in-depth semi-structured interviews during 2015–2016, from 20 students selected by purposive sampling. All the interviews were tape-recorded, transcribed verbatim, and analyzed by content analysis method. Rigor of this study was approved by member check and external audit.ResultsTwo categories emerged from the data analysis, including movement toward professionalism and self-actualization of emotions. The former consisted of three subcategories of function modification, sharing experiences and generalizing experiences. The latter consisted of two subcategories of inner satisfaction and peace of mind.ConclusionThe results indicated that nursing students’ reflection in clinical settings is effective in personal and professional levels. Reflection in a personal level led to positive emotions that increased the quality of care in patients. Accordingly, nursing educators need to create a nurturing climate as well as supporting reflective behaviors of nursing students.

show abstract

The Review of Academic Perception, Level of Metacognitive Awareness and Reflective Thinking Skills of Science and Mathematic University Students

Cited by 13 publications

References 7 publications

Exploring moderators in the relationship between cognitive adaptability and entrepreneurial intention: findings from South Africa

Exploring moderators in the relationship between cognitive adaptability and entrepreneurial intention: findings from South Africa

A Study on Metacognitive Thinking Skills of University Students

Exploring the perception of nursing students about consequences of reflection in clinical settings

Contact Info

Product

Resources

About