Abstract

The aim of study is to determine the relationship between metacognitive skills and motivation of students in the education faculty. Research in correlational survey method includes 520 university students. “Metacognitive Skills Scale” and “Academic Motivation Scale” are used for data collection. Descriptive statistics, Pearson Correlation Coefficient, t test, ANOVA were used for data analysis. According to findings, there is a positive and significant relationship in low level between metacognitive skills and IMTK, IMTA, IMES, EMID, EMIN, and EMER and a negative and significant relationship in low level between metacognitive skills and AMOT. A significant difference is found on students’ metacognitive skills according to grade, status of reading in a month and whether or not having taken a lesson on learning strategies. Furthermore, a significant difference in students’ EMID, EMIN, and AMOT according to gender and field, in IMTK, IMTA, IMES, and AMOT according to status of reading in a month and in IMTA and IMES according to whether or not having taken lessons on learning strategies was found.

Keywords: metacognition, metacognitive skills, motivation, preservice teacher, teacher training

Altindag, M. (2008). Hacettepe universitesi egitim fakultesi ogrencilerinin yurutucu bilis becerileri. Doktora Tezi, Hacettepe Universitesi Sosyal Bilimler Enstitusu, Ankara.

Altindag, M., & Senemoglu, N. (2013). Yurutucu bilis becerileri olcegi. Hacettepe Universitesi Egitim Bilimleri Dergisi, 28(1), 15-26.

Álvarez, A. O. (2010). Reflecting on metacognitive strategies in FL teaching and learning. Cuadernos de Lingüística Hispánica, 16, 69-82.

Anderson, N. J. (2002). The Role of Metacognition in Second Language Teaching and Learning. ERIC Digest.

Askell-Williams, H., Lawson, M., & Murray-Harvey, R. (2007). “What happens in my university classes that helps me to learn?” Teacher Education Students’ Instructional Metacognitive Knowledge. International Journal for the Scholarship of Teaching and Learning, 1(1), 1-21.

Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.

Bedel, E. F., & Cakir, M. (2013). Okul oncesi ve biyoloji ogretmen adaylarında bilisustu farkindalik ve epistomolojik inanclarin incelenmesi. M.U. Ataturk Egitim Fakultesi Egitim Bilimleri Dergisi, 37, 84-98.

Bidjerano, T. (2005). Gender differences in self-regulated learning. Online Submission. http://eric.ed.gov/?id=ED490777

Carr, M., & Jessup, D. L. (1997). Gender differences in first-grade mathematics strategy use: Social and metacognitive influences. Journal of Educational Psychology, 89(2), 318-328.

Cerino, E. S. (2014). Relationships between academic motivation, self-Efficacy, and academic procrastination. Psi Chi Journal of Psychological Research, 19(4), 156-163.

Coban, H. (2012). The relationship between candidate teachers’ mathematical reasoning skills and their level of using metacognitive learning strategies. Mustafa Kemal Universitesi Sosyal Bilimler Enstitusu Dergisi, 9(19), 205-221.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.

Demir, M. K., & Ari, E. (2013). Ogretmen adaylarinin akademik gudulenme duzeylerinin cesitli degiskenler acisindan incelenmesi. Journal of Theory and Practice in Education, 9(3), 265-279.

Dogan, A. (2013). Ust bilis ve ust bilise dayali ogretim. Middle Eastern & African Journal of Educational Research, (3), 6-20.

Eymur, G., & Geban, O. (2011). An investigation of the relationship between motivation and academic achievement of pre-service chemistry teachers. Egitim ve Bilim, 36(161), 246-255.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906-911.

Gomleksiz, M. N., & Serhatlioglu, B. (2013). Ogretmen adaylarinin akademik motivasyon duzeylerine iliskin gorusleri. TSA Dergisi, 17(3), 99-127.

Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60-71.

Gunstone, R. F., & Northfield, J. (1992). Conceptual change in teacher education: The centrality of metacognition.  http://eric.ed.gov/?id=ED348342

Guven, M. (2013). Relation of motivation and religiosity: An empirical research on the relation of academic motivation and intrinsic religious motivation. Ekev Akademi Dergisi, 17(55), 151-165.

Hacker, D. J., & Dunlosky, J. (2003). Not all metacognition is created equal. New Directions for Teaching and Learning, 2003(95), 73-79.

Hoskins, B., & Fredriksson, U. (2008). Learning to learn: What is it and can it be measured. Joint Research Centre Technical Report JRC, 46532.

Jacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, (22), 255-278.

Jansen, A. (2009). Prospective elementary teachers’ motivation to participate in whole-class discussions during mathematics content courses for teachers. Educational Studies in Mathematics, 71(2), 145-160.

Karaguven, M. H. U. (2012). Akademik motivasyon olceginin Turkce adaptasyonu. Kuram ve Uygulamada Egitim Bilimleri, 12(4), 2599-2620.

Keklik, I., & Keklik, D. E. (2012). Examination of high school students’ motivation and learning. Hacettepe Universitesi Egitim Fakultesi Dergisi, 42(42), 238-249.

Ku, K. Y., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning, 5(3), 251-267.

Kubiatko, M., & Arik, R. S. (2014).Comparison of the Effects of Gender Variable on Attitudes Towards the Teaching Profession by Random and Fixed Effects Model: Meta-Analysis. Educational Process: International Journal, 3(1-2), 52-64.

Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), 178-181.

Landine, J., & Stewart, J. (1998). Relationship between metacognition, motivation, locus of control, self-efficacy, and academic achievement. Canadian Journal of Counselling, 32(3), 200-212.

Ligon, N. Y. (2006). Assessing the achievement motivation across grades and gender. Doctoral Dissertation Abstract, State University of New York at Albany, USA. http://elibrary.ru/item.asp?id=9420612.

Liu, Y. (2012). Motivation and its relationship with learning strategy. Online Submissioni, Paper presented at the International Conference on Chinese as a Second Language Research (2nd, Taipei, Taiwan, Aug 2012). http://files.eric.ed.gov/fulltext/ED539385.pdf.

Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5(2), 137-156.

Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 87(9), 696-699.

Mayer, R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem solving. Instructional Science, 26(1-2), 49-63.

Memnun, D. S., & Akkaya, R. (2009). The levels of metacognitive awareness of primary teacher trainees. Procedia-Social and Behavioral Sciences, 1(1), 1919-1923.

Moores, T. T., Chang, J. C. J., & Smith, D. K. (2006). Clarifying the role of self-efficacy and metacognition as predictors of performance: construct development and test. ACM SIGMIS Database, 37(2-3), 125-132.

Niemivirta, M. (1997). Gender differences in motivational-cognitive patterns of self-regulated learning. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, http://files.eric.ed.gov/fulltext/ED410478.pdf.

Okcu, V., & Kahyalioglu, M. (2007). Ilkogretim ogretmenlerinin bilis otesi ogrenme stratejilerin belirlenmesi. Suleyman Demirel Universitesi Sosyal Bilimler Enstitusu Dergisi, 2(6), 129-146.

Ozbay, M., & Bahar, M. A. (2012). Ileri okur ve ustbilis egitimi. Uluslararasi Turkce Edebiyat Kultur Egitim (TEKE) Dergisi, 1(1), 158-177.

Ozden, Y. (2011). Ogrenme ve Ogretme. Ankara: Pegem Akademi Yayincilik.

Ozsoy, G., & Gunindi, Y. (2011). Prospective preschool teachers’ metacognitive awareness. Elementary Education Online, 10(2), 430-440.

Paris, S. G., & Winograd, P. (1990). Promoting metacognition and motivation of exceptional children. Remedial and Special Education, 11(6), 7-15.

Paulsen, M. B., & Feldman, K. A. (1999). Student motivation and epistemological beliefs. New Directions for Teaching and Learning, 1999(78), 17-25.

Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219-225.

Rathert, S. (2012). Functions of Teacher and Student Code-Switching in an EFL Classroom and Pedagogical Focus: Observations and Implications. Educational Process: International Journal, 1(1-2), 7-18.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

Sahin, H., & Cakar E. (2011). Egitim fakultesi ogrencilerinin ogrenme stratejileri ve akademik gudulenme duzeylerinin akademik basarilarina etkisi. Turk Egitim Bilimleri Dergisi, 9(3), 519-540.

Savin-Baden, M., & Major, C. H. (2004). Foundations of problem-based learning. UK: McGraw-Hill Education.

Schunk, D. H., Pintrich, P. R., & Meece, L. J. (2008). Motivation in education: Theory, research, and applications. (3rd ed.). Merill: Prentice Hall.

Senemoglu, N. (2012). Gelisim, ogrenme ve ogretim. Ankara: Pegem Akademi Yayincilik.

Slavin, R. E. (2013). Egitim psikoloji kuram ve uygulama (G. Yuksel, Trans.) (10th ed.). Ankara: Nobel Akademik Yayincilik.

Spittle, M., Jackson, K., & Casey, M. (2009). Applying self-determination theory to understand the motivation for becoming a physical education teacher. Teaching and Teacher Education, 25(1), 190-197.

Taylor, S. (1999). Better learning through better thinking: Developing students' metacognitive abilities. Journal of College Reading and Learning, 30(1), 34-45.

Teong, S. K. (2003). The effect of metacognitive training on mathematical word‐problem solving. Journal of Computer Assisted Learning, 19(1), 46-55.

Terzi, M., Unal, M., & Gurbuz, M. C. (2012). Ilkogretim matematik ogretmen adaylarinin matematige yonelik akademik gudulenme duzeylerinin bazi degiskenler acisindan incelenmesi. Pegem Egitim ve Ogretim Dergisi, 2(1), 51-60.

Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017.

Vrieling, E., Bastiaens, T., & Stijnen, S. (2012). Effects of increased self-regulated learning opportunities on student teachers’ motivation and use of metacognitive skills. Australian Journal of Teacher Education, 37(8), 101-117.

Winne, P. H., & Baker, R. S. (2013). The potentials of educational data mining for researching metacognition, motivation and self-regulated learning. JEDM-Journal of Educational Data Mining, 5(1), 1-8.

Wittrock, M. C. (1988). A constructive review of research on learning strategies. In C. E. Weinstein, E. T. Goetz & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction and evaluation (pp. 287-297). UK: Academic Press.

Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676.