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dc.contributor.authorSungur, Semra
dc.contributor.authorSenler, Burcu
dc.date.accessioned2020-11-20T16:35:23Z
dc.date.available2020-11-20T16:35:23Z
dc.date.issued2009
dc.identifier.issn1380-3611
dc.identifier.issn1744-4187
dc.identifier.urihttps://doi.org/10.1080/13803610802591667
dc.identifier.urihttps://hdl.handle.net/20.500.12809/4812
dc.descriptionWOS: 000441910900003en_US
dc.description.abstractThe present study aimed at investigating Turkish high school students' metacognition and its relation to achievement goals (mastery approach goals, mastery avoidance goals, performance approach goals, performance avoidance goals), perceived competence, and perceived classroom environment (challenge and threat). Metacognition was examined in terms of knowledge of cognition (declarative knowledge, procedural knowledge, and conditional knowledge) and regulation of cognition (planning, information management, monitoring, debugging, and evaluating). Self-report instruments were administered to 141 high school students with a mean age of 15.29 to assess variables of the study. Results reveal that Turkish high school students have more declarative and conditional knowledge than procedural knowledge and mostly use debugging strategies. All motivational variables except threat were found to be positively linked to students' metacognition. The students also appear to adopt approach goals more than avoidance goals. Results were interpreted taking the Turkish educational system into consideration.en_US
dc.item-language.isoengen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.item-rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectMetacognitionen_US
dc.subjectAchievement Goalsen_US
dc.subjectCompetenceen_US
dc.subjectChallengeen_US
dc.subjectThreaten_US
dc.titleAn analysis of Turkish high school students' metacognition and motivationen_US
dc.item-typearticleen_US
dc.contributor.departmenten_US
dc.contributor.departmentTemp[Sungur, Semra] Middle East Tech Univ, Fac Educ, Dept Elementary Educ, Ankara, Turkey -- [Senler, Burcu] Mugla Univ, Fac Educ, Dept Elementary Educ, Mugla, Turkeyen_US
dc.identifier.doi10.1080/13803610802591667
dc.identifier.volume15en_US
dc.identifier.issue1en_US
dc.identifier.startpage45en_US
dc.identifier.endpage62en_US
dc.relation.journalEducational Research and Evaluationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US


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