Abstract
The aim of this study was to investigate the relationship between Self-directed Learning readiness and Metacognitionof undergraduate students nurses and midwifery. The research is conducted in a public university in the city center of Amasya with 398 undergraduate nursing and midwifery students in 2017-2018 academic years. A descriptive correlational design was used. A structured questionnaire consisted of two parts: Part I: Socio-demographic data, Part II: Fisher’s Self-Directed Learning Readiness scale and Part III: Metacognitive Awareness Inventory (Schraw & Dennison, 1994).Descriptive statistics of the students’ demographic attributes were presented. In order to determine whether there was a correlation between the students’ self directed learning readiness and their Metacognitive Awareness perceived, the Pearson Moment Correlation coefficient was was calculated.The results showed that (1). There is a positive moderate but significantly relationship between metacognitive awareness and Self-directed Learning Readiness scores. (2). There is a significant relationship between metacognitive awareness and Self-directed Learning Readiness subscores.Metacognition awareness is a predictor of SDLR.
Highlights
What is expected from the human model required by the information society is adapting to life by updating his/her knowledge and becoming a qualified individual
There is a significant relationship between metacognitive awareness and Self-directed Learning Readiness subscores.Metacognition awareness is a predictor of SDLR
In line with the information given above, it seems important to test the correlation between the level of readiness for self-directed learning in students of midwifery and nursing and their level of metacognitive awareness, which is an important structure in terms of that readiness
Summary
What is expected from the human model required by the information society is adapting to life by updating his/her knowledge and becoming a qualified individual. According to Van Merriënboer&Sluijsmans (2009), usage of the metacognitive strategies such as planning, monitoring and evaluation is a skill needed in the process of self-directed learning When these situations are taken into consideration, the ability of individuals to think in a metacognitive way and to develop effective strategies can be said to affect their readiness for self-directed learning. In line with the information given above, it seems important to test the correlation between the level of readiness for self-directed learning in students of midwifery and nursing and their level of metacognitive awareness, which is an important structure in terms of that readiness Based on this importance, the findings and results of the study are expected to create awareness on being able to see the effect of the midwife and nurse training programs on the level of development of these skills. Investigation whether there is a correlation between stdents‟ readiness for selfdirected learning and their metacognitive awareness in the light of this information constitutes the problem of the present study
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