Determination of The Variables That Predict The Metacognitive Learning Strategies of The Students of the Preschool, Guidance and Psychological Counseling, and Art Programs

Baydilek, Nisa Başara; Altay, Betül; Saracaloğlu, Asuman Seda

doi:10.24106/kefdergi.413317

Cited by 3 publications

(2 citation statements)

References 16 publications

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“…In addition, Yildiz et al (2013) adapted the Adult Reading Motivation Inventory into Turkish; Kurnaz (2019) also developed the Reading Intrinsic Motivation Scale. There are studies examining preservice teachers' critical reading perceptions and levels (Aybek & Aslan, 2015;Bagci, 2019;Cam Aktas, 2016;Kaplan, 2021;Karasakaloglu et al, 2012b;Maltepe, 2016;Ulu et al, 2017); reading motivation (Baba Basara Baydilek et al, 2018;Gecgel et al, 2020;Savaskan & Ozdemir, 2017;Soyucok & Balantekin, 2021), and metacognitive reading strategies (Babacan, 2012;Demir, 2022;Emre, 2019;Kana, 2015;Ozdemir, 2018;Ozden, 2018;Uyar et al, 2012). However, no study was found in which all three variables were used together.…”

Section: Significance and Purpose Of The Studymentioning

confidence: 99%

The Associations between Metacognitive Reading Strategies and Critical Reading Self-Efficacy: Mediation of Reading Motivation

Bozgün

Can

2023

IJonSES

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The aim of this study is to test the mediation of reading motivation between preservice teachers' metacognitive reading strategies and critical reading self-efficacy. For this purpose, a sample of 482 preservice teachers studying at the education faculty of a state university located in a city center in the Central Black Sea Region in the spring semester of the 2019-2020 academic year. Participants were determined by convenience sampling method. Self-efficacy Perception Questionnaire about Critical Reading Skills, Metacognitive Reading Strategies Scale and Adult Reading Motivation Inventory were used as data collection tools. In the analysis of the data, mediation analysis was performed with the Pearson Product-Moment correlation analysis using the Jamovi software. In the findings obtained, it was found that there were positive and highly significant relationships between dependent, independent and mediator variables. Metacognitive reading strategies were found to be significant predictors of reading motivation and critical reading self-efficacy. In addition, reading motivation was found to be a significant predictor of critical reading self-efficacy. According to the findings of the mediation analysis carried out as a result of provided these assumptions, it has been revealed that reading motivations have a partial mediating role between preservice teachers' metacognitive reading strategies and critical reading self-efficacy. In conclusion, reading motivation explains some of the relationship between metacognitive and critical reading.

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Section: Significance and Purpose Of The Studymentioning

confidence: 99%

The Associations between Metacognitive Reading Strategies and Critical Reading Self-Efficacy: Mediation of Reading Motivation

Bozgün

Can

2023

IJonSES

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“…In the literature, the locus of control of teacher candidates has been studied in relation to various variables. These variables include the following: language performance [45]; academic self-concept and academic performance [46]; optimistic tendency [47]; learning approaches [48]; decision-making styles [49]; self-efficacy beliefs [50]; aggression and multidimensional perfectionism [51]; critical thinking attitudes [52]; human values [53]; attitudes towards teaching profession [54]; metacognitive learning strategies [55]; learned powerfulness as predictor of self-leadership [56]; problem-solving skill [57]; education philosophy [58]; interpersonal problem-solving approaches [59]; academic self-efficacy [60].…”

Section: Introductionmentioning

confidence: 99%

Investigating The Locus of Control and Epistemological Beliefs of Social Studies Teacher Candidates in Turkey

AKKUŞ¹,

TURGUT²,

CEVGER³

2023

Preprint

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This study aimed to examine the locus of control and epistemological beliefs of social 12 studies teacher candidates. The research, which adopted a survey model, was conducted with 550 13 social studies teacher candidates studying at 7 state universities in Turkey. The Locus of Control 14 Scale and the Epistemological Belief Scale were used to collect research data. Descriptive statistics, 15 independent samples t-test, one-way analysis of variance (ANOVA), Scheffe test, and correlation 16 analysis were employed in the data analysis process. When evaluating the research results, it was 17 determined that the teacher candidates generally responded to the locus of control scale at an “ap-18 propriate” level and to the epistemological belief scale at an “agree" level.” While no significant 19 difference was observed in the locus of control beliefs of social studies teacher candidates based on 20 gender, a significant difference was found in the sub-scale of belief in an unjust world. It has been 21 determined that female teacher candidates have a higher external locus of control belief. No signif-22 icant difference was observed in social studies teacher candidates’ locus of control beliefs regarding 23 their parents’ educational levels and grade level. However, there was a significant difference in the 24 sub-scale of belief in an unjust world regarding grade level. It was observed that there was a signif-25 icant difference in the epistemological beliefs of social studies teacher candidates regarding gender. 26 It was revealed that female teacher candidates had underdeveloped /immature epistemological be-27 liefs. No significant difference was found in the epistemological beliefs of teacher candidates based 28 on their parents’ educational levels or grade level. It has been observed that there is a weak but 29 positive significant relationship between the social studies teacher candidates’ locus of control and 30 epistemological beliefs and their sub-scales.

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Üstbiliş Öğrenme Stratejileri, İstatistik Kaygısı ve Başarı Arasındaki İlişki: Bir Lisans İstatistik Dersi Örneği

Çelik

2023

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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: Bu çalışmanın amacı, öğretmen adaylarının lisans düzeyinde bir istatistik dersindeki üstbiliş öğrenme stratejileri, istatistik kaygısı ve başarıları arasındaki ilişkiyi incelemektir. İlişkisel tarama modelinde tasarlanan çalışma, istatistik dersi alan 112 matematik öğretmeni adayı üzerinde yürütülmüştür. Veriler Bilişötesi Öğrenme Stratejileri Ölçeği, İstatistik Kaygı Ölçeği yoluyla toplanmıştır. Başarı ölçütü olarak, öğretmen adaylarının dönem sonu istatistik başarı notları alınmıştır. Verilerin analizinde, değişkenler arasındaki ilişkinin belirlenmesi için Pearson Momentler Çarpımı Korelâsyon Katsayısı, istatistik kaygısı ve başarının üstbiliş stratejilerini yordama gücünü ortaya koymak amacıyla Çoklu Doğrusal Regresyon Analizi kullanılmıştır. Araştırma sonucunda istatistik kaygısını oluşturan iki alt faktör (yorumlama kaygısı ve yardım isteme kaygısı) ile üstbiliş öğrenme stratejileri arasındaki korelasyon negatif yönde düşük düzeyde, başarı ve üstbiliş öğrenme stratejileri arasında ki korelasyon pozitif yönde düşük düzeyde anlamlı bulunmuştur. Ayrıca istatistik kaygısını oluşturan tüm alt faktörler (sınav, yorumlama ve yardım isteme kaygısı) ile birlikte başarının, üstbiliş öğrenme stratejilerindeki değişimin yaklaşık %26’sını açıkladığı sonucuna ulaşılmıştır. Sadece sınav kaygısı, yorumlama kaygısı ve başarı üstbiliş öğrenme stratejileri üzerinde anlamlı bir yordayıcıdır. Araştırmanın sonuçları; öğretmen adaylarının istatistik kaygısı ve başarısı üzerinde etkili bir bileşen olan üstbiliş öğrenme stratejilerinin önemini keşfetme ihtiyacına işaret etmektedir. Kaygı, başarı ve üstbiliş stratejileri arasında ki korelasyonlar, daha ayrıntılı çalışmaların yapılması ihtiyacının olduğunu göstermektedir.

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Determination of The Variables That Predict The Metacognitive Learning Strategies of The Students of the Preschool, Guidance and Psychological Counseling, and Art Programs

Cited by 3 publications

References 16 publications

The Associations between Metacognitive Reading Strategies and Critical Reading Self-Efficacy: Mediation of Reading Motivation

The Associations between Metacognitive Reading Strategies and Critical Reading Self-Efficacy: Mediation of Reading Motivation

Investigating The Locus of Control and Epistemological Beliefs of Social Studies Teacher Candidates in Turkey

Üstbiliş Öğrenme Stratejileri, İstatistik Kaygısı ve Başarı Arasındaki İlişki: Bir Lisans İstatistik Dersi Örneği

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