Lise Öğrencilerinin Motivasyonel, Bilişsel ve Bilişüstü Yeterlikleri ile Özerk Öğrenme Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi

Abstract

This study was carried out to investigate whether there was a meaningful relationship between the motivational, cognitive, and metacognitive competencies of secondary school students and their autonomous learning levels, and if motivational, cognitive and cognitive competencies and autonomous learning levels of the students differed according to the variables of "gender, class level and book reading frequency". The research was based on the relational survey model. The sample of the research consisted of 386 secondary school students who were at the 9th, 10th and 11th classes in Siirt province center and selected through random sampling method. "Personal Information Form" prepared by the researcher for descriptive information about the participants, "Motivational, Cognitive and Metacognitive Competencies Invertory/Scale" adapted to Turkish by Aktamış and Uça (2010) and "Autonomous Learning Scale" adapted by Arslan and Yurdakul (2015) were used as data collection tools in the study. Spearman's Rank Correlation Coefficient, Mann Whitney U test and Kruskall Wallis H test were used to analyze data. As a result, there was a high significant and positive correlation between the motivational, cognitive, and metacognitive competence and autonomous learning levels of secondary school students. The motivational, cognitive and metacognitive competences of the students were significantly different in terms of the variables of gender, class level and book reading frequency. It was determined that the autonomous learning levels of the students were significantly different according to book reading frequency variables.

Factors Influencing Gender Equality

“…Gender equality presents a different problem for men and women. For women, it is a struggle to advance their gender identity, often in opposition to the gender identity of males as well as the linking of the different attitudes towards gender equality to differences in the ways their gender identify (Pesen et al 2016). Gender equality means that a person is not discriminated against because of his or her gender in using available opportunities without any problems (Vatandas 2007, Bakirci 2020.…”

“…Various news, sports and competition programs that children see on television or in textbooks, and cartoons they watch play an important role in the formation of their gender identities (Pesen et al 2016). In television programs, girls are mostly busy with jobs such as cooking, knitting and cleaning, while boys are busy with sports, politics, repair skills and jobs that require strength (Kantoğlu 2017).…”

“…As the individual's education level increases, he gets married, moves to another city or from a village to a city, participates in social life, and gains economic freedom, the individual comes face to face with new cultures and behaviors and interacts with each other. (Ayan 2014, Pesen et al 2016.…”

The Examination of the Reflections of the Universal Design Learning-Based Gender Role Program on University Students

“…This imposition and approval inevitably result in women and men occupying unequal positions. Thus, societal gender roles are established (Pesen et al, 2016).…”