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Fen lisesi öğrencilerinin bilişötesi farkındalıkları ile öz yeterlik algılarının bazı kişisel ve akademik değişkenlere göre incelenmesi

Investigating science high school students’ metacognitive awareness and self-efficacy perceptions with respect to the some individual and academic variables

Journal Name:

  • Uluslararası İnsan Bilimleri Dergisi

Publication Year:

  • 2013

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The aim of the study was to investigate the differences in metacognitive awareness and self-efficacy perceptions with regard to the gender, grade level, perceived parental attitudes, perception of academic achievement and the case of attendance of Science and Art Center during primary education; and to assess the relationships among metacognitive awareness, self-efficacy perceptions and academic achievement. The sample of study consisted of a total of 492 science high school students, 261 (53%) of them were female and 231(47%) of them were male. The average age of the participants was 15.89 (Sd: 1.01) with an age which ranges from 14 to 18 years. Metacognitive Awareness Inventory and Self- Efficacy Scale were applied to determine participants’ metacognitive awareness and self efficacy perceptions. Demographic data of the participants were collected with personal information form developed by researchers. Pearson Product Moment Correlation Coefficient, one way MANOVA, Mann- Whitney U Test, Kruskal Wallis Test, multiple linear regression analysis were applied. According to the results, metacognitive awareness and self-efficacy perceptions of high school students differed significantly with respect to the some individual and academic variables. Results of the study were discussed in the light of the relevant literature.
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Abstract (Original Language): 
Bu çalışmanın amacı, fen lisesi öğrencilerinin bilişötesi farkındalıkları ile öz yeterlik algılarının cinsiyete, sınıf düzeyine, algılanan ebeveyn tutumuna, akademik başarı algısına, ilköğretim çağında BİLSEM’e devam edip etmeme durumuna dayalı farklılıklarını belirlemek; bilişötesi farkındalık düzeyleri ve öz yeterlik algılarının akademik başarı ile ilişkisini değerlendirmektir. Araştırma grubu 261 (%53) kız ve 231 (%47) erkek toplam 492 fen lisesi öğrencisinden oluşmaktadır. Öğrencilerin yaşları 14 ile 18 arasında değişmekte olup yaş ortalaması 15.89’dur (Ss: 1.01). Öğrencilerin bilişötesi farkındalık düzeylerini ölçmek amacıyla Bilişötesi Farkındalık Envanteri, öz yeterlik algılarını tespit etmek için Öz Etkililik Yeterlik Ölçeği kullanılmıştır. Öğrencilere ait demografik veriler, araştırmacılar tarafından hazırlanan Kişisel Bilgi Formu ile toplanmıştır. Pearson Momentler Çarpımı Korelasyon Katsayısı tekniği, tek yönlü Manova, Mann-Whitney U Testi, Kruskal Wallis Testi, çoklu doğrusal regresyon analizinden yararlanılmıştır. Elde edilen bulgulara göre, fen lisesi öğrencilerinin bilişötesi farkındalık ve öz yeterlik algıları yukarıda ifade edilen bazı kişisel ve akademik değişkenlere dayalı olarak farklılık göstermektedir. Bulgular literatür ışığında tartışılmıştır.
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