Metacognitive Awareness Scale Research Articles

The Effects of Designing Scientific Experiments with Visual Programming Language on Learning Outcomes

AbstractWhen the studies on the effectiveness of visual programming language are examined, it is seen that studies on coding teaching have been carried out frequently recently. In this study, Scratch was used as a teaching tool in teaching science lessons. In this way, a new perspective has been brought to Scratch applications. In the related study, the effects of designing science experiments with visual programming language (Scratch) on students’ beliefs of self-efficacy related to computational thinking (CT) skills, metacognitive awareness levels, and motivation levels for science learning are examined. This study was carried out using a single-group research design based on pretest and posttest applications. Students attending the fifth grade participated in this study. Sixty-five students attending the fifth grade participated in the research. Research data were obtained using “Self-Efficacy Perception Scale for CT Skills (SEP_CTS),” “Metacognitive Awareness Scale (MAS),” and “Motivation Scale for Science Learning (MSSL).” The research process is 10 weeks and 3 days in total. It was determined that designing science experiments in visual programming language applications based on Scratch improved students’ CT self-efficacy perceptions, but did not have the expected effect on students’ science learning motivation and metacognitive awareness. This research provides evidence that some skills can be improved by using Scratch as a teaching tool in different courses. With the focus of research on this subject, it can contributed to the development of new understandings of Scratch in teaching processes.

Sustaining Undergraduate Students’ Metacognitive Regulatory Actions During Online Flipped Programming Course

This research explores how metacognitive strategies influence the metacognitive awareness of undergraduate students enrolled in an online flipped programming course. It specifically focuses on regulatory actions crucial for success in programming instruction and distance education settings. The primary objective is to contribute to the existing literature by investigating the implementation of online flipped programming courses that integrate metacognitive-oriented approaches to support students' metacognitive regulatory actions. The study employed an explanatory sequential mixed methods design. A total of 29 university students enrolled in programming courses participated in the study, engaging with instructional videos provided before each 10-week lesson. They were administered the Metacognitive Awareness Scale and supplementary forms designed to assess their metacognitive awareness and regulatory actions. A detailed coding scheme was developed to analyze students' metacognitive regulation activities during programming lessons. The study also evaluated the impact of supportive activities on students' metacognitive awareness. While no statistically significant difference was found in the students' metacognitive awareness through quantitative analysis, qualitative data revealed that activities supporting metacognition significantly enhanced students' comprehension of the programming content.

Development and Validation of the Metacognitive Awareness Scale for Learning with Multimedia

Development and Validation of the Metacognitive Awareness Scale for Learning with Multimedia

Translation and psychometric validation of the Chinese version of the metacognitive awareness scale among nursing students.

This study endeavors to translate and psycho-metrically validate the metacognitive awareness inventory scale (MAS) for nursing students in China. A total of 592 nursing students were enlisted from four universities situated in the eastern, southern, western, and northern regions of China. Content validity and reliability were evaluated using the content validity index and item-total correlation coefficient, and Cronbach's alpha coefficients, respectively. Convergent validity examined the goodness of fit among sub-scales through the average extracted variance and composite reliability. Exploratory factor analysis confirmed the first-order and second-order factor models, contributing to a cumulative variance of 89.4 and 59.5%, respectively. The Cronbach's alpha values were 0.963 and 0.801, respectively. Confirmatory factor analysis outcomes indicated an excellent overall fit index for the model, satisfying the convergent validity criteria and achieving a target coefficient of 96.0%, which is consistent with the original scale structure. The Chinese version of the MAS (C-MAS) is a reliable and valid instrument for assessing metacognitive awareness among Chinese nursing students. Further research should consider a broader sample of nursing students across China to reinforce the scale's applicability.

A moderated mediation analysis on the relationship between metacognition and mathematical resilience of gifted students

AbstractThis study examined the mediator role of mathematics motivation and the moderator role of mathematics anxiety (MA) in the relationship between metacognition (MC) and mathematical resilience (MR). The participants are 202 gifted students. Data were collected through the “Metacognitive Awareness Scale,” “MR Scale,” “Revised MA Rating Scale,” and “Mathematics Motivation Scale.” Regression analysis based on the bootstrap technique was used to test the hypothetical model, including mediation, moderation, and moderated mediation relations. The study results showed that MC indirectly positively affects MR through mathematical motivation. MA has a moderator effect on the positive effect of mathematics motivation on MR. The positive effect of mathematics motivation on MR decreases as MA increases. MA has a moderating effect on the indirect effect of MC on MR through mathematics motivation. The positive effect of MC on MR decreases as math anxiety increases.

Examination of The Relationship Between International University Students' Concerns Regarding the Turkish Language and Their Cognitive Awareness in Terms of Some Variables

In this study, examining and revealing the relationship between international university students' anxiety about and cognitive awareness of Turkish language; determining the anxiety and cognitive awareness of these anxiety and cognitive awareness according to gender, age, country of origin, duration of stay in Türkiye and the faculty they attend; It is also aimed to examine the anxiety of learning Turkish and their own cognitive awareness and behaviors of international university students, to reveal the importance of their concerns about Turkish language. In addition, whether there was a significant difference regarding the direction of the relationship between the anxiety and cognitive awareness of the international university students about Turkish language in terms of variables such as gender, age, the length of stay in Turkey, the faculty they attend, etc. In the research, descriptive survey model was used as a method. The data in the study were obtained using the scales " Foreign Language Learning Anxiety Scale developed by Horwitz, Horwitz and Cope (1986) " and "Metacognitive Awareness Scale (MAI)". The sample of the research consisted of 175 undergraduates, graduate and doctorate students from different faculties at Samsun Ondokuz Mayıs University. Frequency, percentage, mean values, T-test and MANOVA were used in order to analyse the data. As a result of the study, while the students had a high tendency of anxiety among some countries in terms of the variable of the country they came from, significant differences emerged in terms of the variables such as age, cognitive awareness and the country they came from.

METACOGNITION AWARENESS, METACOGNITIVE USE AND STUDENTS’ CHEMISTRY ACHIEVEMENT IN POST BASIC SCHOOLS IN ONDO STATE, NIGERIA

This study is about influence of metacognitive strategies and metacognitive use on student’s academic achievement in chemistry. It was conducted in public post basic schools in Ondo state, Nigeria. A total of 1,307 chemistry students were the respondents of the study. Metacognitive Awareness Inventory (MAI) designed by Schraw and Dennison (1994) was adapted in this study. Scenarios were given in the developed Metacognitive Awareness Scale (MAS) used in this study and respondents were required to judge how applicable to them the strategies that follow each scenario. MAS cover the demographic information of the students and contains the scenarios and the strategies to be rated as applicable or not applicable. Eight scenarios are given to the students with 28 strategies to be judged. Chemistry Students Metacognitive Strategies Questionnaire (CSMSQ) made up of 25 items was used to measure the use of chemistry students’ metacognitive strategies in chemistry. The scales were administered to another population having the same characteristics with the study population to determine the reliability of the scale using cronbach alpha reliability coefficient and found to be 0.87 and 0.80 respectively. Descriptive statistics and multiple regression analysis were utilized to examine the data collected. There was a significant contribution of metacognitive awareness to the prediction of chemistry achievement of students while there was no significant contribution of metacognitive use to the prediction of chemistry achievement of post basic chemistry students. About 2.2% of the variance is accounted for by the two predictor variables examined in this study when taken together. 25 items were used to measure the use of metacognition in chemistry with an average weighted mean of 2.94 out of possible 4.0. It is concluded that while chemistry students are aware of metacognition, the students are not using the strategies in chemistry classes. The study recommends that chemistry post basic students be trained to improve on their metacognitive strategies use in chemistry.

Psychosocial and Clinical Determinants of Achievement Motivation in University Students: The Protective Role of Resilience and Metacognitive Awareness

This research was designed to analyze the effect of resilience, depression, behavioural vs. emotional engagement and metacognitive awareness on the achievement motivation of university students. Past research has highlighted the predictive role of cognitive and mental capabilities on the academic achievement of students. A correlational research design was used for the study and 425 participants were selected through purposive sampling and had an almost similar gender distribution. Data collection was done through the Hamilton Depression Inventory, Metacognitive Awareness Scale, Brief Resilience Scale, Engagement Vs. Disaffection with Learning Questionnaire and achievement motivation scale. The results showed that female students exhibited higher scores on resilience, metacognitive awareness, behavioural and emotional engagement, and high orientation towards success and achievement in comparison to their male counterparts who scored high on depression and further showed poorer scores on resilience, metacognitive awareness, and behavioural and emotional engagement.

Metacognition and learning transfer under uncertainty

Abstract Objectives This study examined the possible correlation between metacognition and learning experience transfer of nursing students after engaging in an urgent and cognitively demanding clinical situation. Methods This is a one-group post-test- only study design in which participants engaged in an emergency care scenario simulation and completed the Meta-Cognitive Awareness Scale – Domain Specific (MCAS-DS). Results Study results revealed that participants’ metacognitive awareness is significantly correlated to the learning transfer (p=0.0001) and GPA (p=0.006). There is also a positive correlation between learning transfer and GPA (p=0.04), clinical settings-based training experience (p=0.021) and metacognitive confidence (p=0.0001). Conclusions This study may imply that academic achievement can be used as a potential screening tool to identify students requiring metacognitive training. It may also imply that metacognitive abilities can be enhanced indirectly through considering factors that may influence the transfer of learning such as increasing the hours of clinical training.

Üst Bilişsel Farkındalığın Reklam Algısına Etkisi

Amaç: Bu araştırmada üst bilişsel farkındalığın reklam algısına etkisinin incelenmesi amaçlanmıştır. Bunun yanı sıra, ilgili değişkenlerin katılımcıların sosyo-demografik özelliklerine göre farklılık gösterme durumları da incelenmiştir.
 Yöntem/Tasarım / Metodoloji / Yaklaşım: Araştırma ilişkisel tarama modelinde tasarlanmıştır. Araştırma için seçilen örnekleme yöntemi basit tesadüfi örnekleme yöntemidir ve araştırmanın örneklemini bu yöntemle ulaşılan 312 üniversite öğrencisi teşkil etmektedir. Araştırmada veri toplamak amacıyla anket formu oluşturulmuştur. Anket formunda demografik bilgi formu, Üst Bilişsel Farkındalık Ölçeği ve Reklam Algısı Ölçeği yer almaktadır. Çalışma kapsamında betimsel istatistiksel analizler, korelasyon analizi, regresyon analizi, ANOVA ve t-testi analizleri gerçekleştirilmiştir.
 Bulgular: Analizler neticesinde üst bilişsel farkındalığın bilgi vericilik, güvenilirlik ve ekonomiye yararlılık algıları üzerinde olumlu yönde; değer yozlaşması algısı üzerinde ise olumsuz yönde ve anlamlı etkisinin olduğu tespit edilmiştir. Bunun yanında katılımcıların üst bilişsel farkındalık ve reklam algısı seviyelerinin cinsiyet, yaş, medeni durum, eğitim seviyesi ve gelir düzeyine göre göre anlamlı şekilde farklılık gösterdiği saptanmıştır.
 Özgünlük: Katılımcıların sos-demografik özelliklerine göre, üst bilişsel farkındalığın reklam algısına etkisi ortaya konmuştur.

Investigation of the Relationship of Self-Efficacy, Self-Regulation and Metacognitive Awareness with Academic Performance through Artificial Neural Networks

Metacognition is defined as individuals having knowledge and control over their own cognitive systems. Self-efficacy for teacher candidates is defined as a teacher's belief in the capacity or ability of his students to create the desired learning outcomes. Self-regulatory learning, on the other hand, is defined as thoughts, feelings and actions that are planned and applied cyclically to achieve an individual goal. In this study, it was aimed to examine the relationship between self-efficacy, self-regulation and metacognitive awareness scores and academic performance. In other studies, in the relevant literature, the relationship between academic performance and three variables, whose relationship with academic performance is examined separately, will be examined as a whole. At the same time, it will be checked whether there is a significant difference between the groups in three variable scores according to various variables. Since the aim of the research is to examine the relationship between the factors affecting the self-efficacy, self-regulation and metacognitive awareness scores of teacher candidates and the variables in question and academic performance, the relational screening model suitable for these purposes will be used. The population of the research consists of teacher candidates studying in the 2022-2023 academic year at the faculty of education at a state university in the Aegean Region. The appropriate sampling method was used for data collection. Teacher Self-Efficacy Scale adapted to Turkish by Çapa, Çakıroğlu and Sarıkaya (2005), Self-regulatory Learning Skills Scale developed by Turan (2009), and Metacognitive Awareness Scale developed by Fırat Durdukoca and Arıbaş (2019) were used as data collection tools. As a result of the research, no significant difference was found in the variables of gender, department, quality of the family residence. It was determined that there was no significant relationship between family and student income variables and scale scores. In the class variable, it was found that there was a significant difference in favor of upper classes according to the three scale scores. In addition, it was determined that the three scale scores explained 47% of the total variance in academic performance.

Effects of Student Mathematics Diaries on Achievement, Motivation and Metacognitive Awareness: Mixed Methods Design

The aim of this study is to investigate the effects of mathematics (maths) diaries on academic achievement, metacognitive awareness and motivation of students in a mathematics lesson. The case study was conducted with a qualitative, quasi-experimental design and a quantitative, embedded multiple-case design as a mixed research model. The sample of the quantitative part of the study consisted of 32 4th grade students, 16 of whom were in the experimental group and 16 in the control group. The participants in the qualitative part of the study were 16 students from the experimental group where maths diaries were used. The quantitative data collection instruments used in the study were the Perimeter Measurement Achievement Test for primary school students, the Mathematics Motivation Scale for primary school students and the Metacognitive Awareness Scale. The students' structured maths diaries were used to collect qualitative data.
 The quantitative data obtained were analysed using a One-Way ANCOVA and Paired Samples t-test, while the qualitative data from the maths diaries were thoroughly analysed using a qualitative content analysis. As a result of the one-way analysis of covariance, statistically significant differences were found between the adjusted posttest means of the groups, which were adjusted for pretest scores on student achievement, metacognitive awareness and motivation. In the qualitative dimension of the study, positive improvements in students' achievement, metacognitive awareness and motivation were observed from the beginning to the end of the implementation process, as revealed by the analysis of their maths diaries.

The Relationship Between Metacognitive Awareness and Academic Procrastination Behavior: The Moderator Role of Gender and Grade Level

The purpose of this research is to reveal the relationship between university students' metacognitive awareness (MA) and academic procrastination (AP) levels. In addition, the moderator effects of gender and class level (CL) in this relationship have been examined. Quantitative research method was adopted in the research. As research designs, descriptive and associational designs were used. The sample of the research consisted of 375 undergraduate students studying at Gaziosmanpaşa University. Demographic Information Survey, Metacognitive Awareness Scale, and Academic Procrastination Scale were used as data collection tools. At the end of the study, it was found that students have a low level of academic procrastination behavior and a moderate to high level of cognitive awareness. There is a moderate, negative, and statistically significant relationship between academic procrastination behavior and metacognitive awareness. Metacognitive awareness is a significant variable in predicting academic procrastination. 17.8% of the variance in academic procrastination behavior is explained by metacognitive awareness. As metacognitive awareness increases, there is a statistically significant decrease in academic procrastination behavior. The moderator roles of gender and class level in this relationship are not statistically significant.

The effect of the slowmation technique on attitudes towards social studies lessons, active learning, and metacognitive awareness

The role and importance of technology applications in increasing the cognitive and affective learning of students have been accepted. For this reason, it has been considered important to use different materials and various educational technologies in the preparation of active learning environments. In this context, the effect of the use of the slowmation technique in primary school social studies courses on students' attitudes, active learning, and metacognitive awareness was investigated in this study. The sample of the study, in which a quasi-experimental design was used, consisted of 4th-grade primary school students. The social studies attitude scale, active learning process scale, and metacognitive awareness scale for children were used. During the 5-week practices, slowmation covering different subjects was prepared. Parametric analyses were applied to the data obtained during the application process. According to the analyses performed, the slowmation technique was effective in improving the attitudes towards and active learning of the social studies course. Based on the findings, the limitations of the slowmation technique were mentioned, long-term studies were suggested, and it was suggested to investigate the issue of permanence.keywords:metacognitive awareness, primary school, slowmation, social studies attitude

The Effect of 21st Century Learner Skills and Metacognitive Awareness on Early Teacher Identity

This study aims at identifying the effect of pre-service teachers’ 21st century learner skills and metacognitive awareness on their early teacher identity. Employing a correlational design, the study collected data from 523 pre-service teachers studying at AfyonKocatepe University, Turkey, in the 2020-2021 academic year. The instruments used in the data collection process were the “21st Century Learner Skills Use Scale”, “Metacognitive Awareness Scale”, and “Early Teacher Identity Measure”. The study revealed medium and high-level positive relationships between 21st century learner skills and metacognitive awareness, 21st century learner skills and early teacher identity, and metacognitive awareness and early teacher identity. Additionally, the pre-service teachers’ 21st century learner skills and metacognitive awareness significantly predicted their early teacher identity and have a positive effect on their teacher identity.

Metacognitive awareness as a predictor of social emotional learning skills in gifted and talented students

ABSTRACT The study aims to determine the relationship between metacognitive awareness and social emotional learning skills among gifted and talented students and to determine the effect of metacognitive awareness on social emotional learning skills in line with the relationship detected. It was also aimed to determine whether these concepts differ according to demographic variables. The research design is correlational research. The population consisted of 6th, 7th and 8th grade gifted and talented students in Istanbul, Turkey. The sample group consisted of 367 gifted and talented secondary school students obtained via a purposive sampling method. The Metacognitive Awareness Scale, the Social Emotional Learning Skills Scale, and a personal information form were used for the data collection purposes. Results show that there is a high level, significant positive relationship between metacognitive awareness and social emotional learning skills. In addition, metacognitive awareness significantly predicts social emotional learning skills. Several factors including spending little time on screen, having a mother with a high education level, and high perception of school success resulted in a difference in metacognitive awareness and social emotional learning skills for gifted and talented students. Significant implications for policy, practice, and research are discussed.

STATISTICAL ANXIETY AND METACOGNITIVE AWARENESS LEVELS OF GRADUATE STUDENTS STUDYING IN MATHEMATICS EDUCATION PROGRAM

<p>Graduate students are faced with some difficulties in determining statistical methods to be used in their assignments and researches and this leads to anxiety in them. In this study, it was aimed to examine the relationships between statistical anxiety and metacognitive awareness levels of graduate students studying in the field of mathematics education and to compare these levels in terms of some variables. The research study group consists of 101 students studying at the master's and doctorate levels in the department of mathematics education and participated in the research voluntarily. As a data collection tool in the research, Statistical Anxiety Scale (SAS) and Metacognitive Awareness Scale (MCAS) were used. In the analysis of the data, descriptive statistics, t-test, ANOVA and Correlation Coefficient were used. According to the research results, it was determined that there is a negative and moderately significant relationship between statistical anxiety and metacognitive awareness levels of graduate students studying in the field of mathematics education. As a result of the analyzes, it was observed that the statistical anxiety and metacognitive awareness of the students were high, the statistical anxiety and metacognitive awareness levels differed statistically according to the variables of graduate education level and stage of graduate education, but did not differ significantly according to the variables of gender and taking statistics course. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0984/a.php" alt="Hit counter" /></p>

Metacognitive Awareness Scale, Domain Specific (MCAS-DS): Assessing Metacognitive Awareness During Raven's Progressive Matrices.

Metacognition, the cognition about cognition, is closely linked to intelligence and therefore understanding the metacognitive processes underlying intelligence test performance, specifically on Raven’s Progressive Matrices, could help advance the knowledge about intelligence. The measurement of metacognition, is often done using domain-general offline questionnaires or domain-specific online think-aloud protocols. This study aimed to investigate the relationship between metacognitive awareness and intelligence via the design and use of a novel Meta-Cognitive Awareness Scale – Domain Specific (MCAS-DS) that encourages reflection of task strategy processes. This domain-specific scale was first constructed to measure participants’ awareness of their own metacognition linked to Raven’s Progressive Matrices (SPM). Following discriminatory index and Exploratory Factor Analysis, a 15-item scale was derived. Exploratory Factor Analysis showed five factors: Awareness of Engagement in Self-Monitoring, Awareness of Own Ability, Awareness of Responding Speed/Time, Awareness of Alternative Solutions and Awareness of Requisite Problem-Solving Resources. The intelligence level of ninety-eight adults was then estimated using Raven’s Standard Progressive Matrices. Participants also completed the MCAS-DS, and further items that examined their test-taking behavior and Confidence level. Metacognitive awareness was positively correlated to standardized IQ scores derived from the SPM whilst Over-Confidence derived using the Confidence level measure was negatively correlated to SPM. Despite some limitations, this study shows promise for elucidating the relationship between metacognitive awareness and intelligence using the task-specific scale.

TAKTİKSEL OYUN YAKLAŞIMININ ORTAÖĞRETİMDE ÖĞRENİM GÖREN ÖĞRENCİLERİN ZİHİNSEL SÜREÇLERE ETKİSİ

The purpose of this study is to; the effect of tactical game approach on high school students' cognitive levels. The research group; consists of Experimental Group of 20 male and 20 female( Age(mean)=14,4750+ 0,81610), control Group of 20 male and 20 female (Age(mean) =14,5000+ 0,55470), 80 in Total, Studying At The Karaman sports high school. To for achieve the purpose of the research; “Personal Information Form” developed by the researchers, Metacognitive Awareness Scale developed by Schraw and Dennison (1994) adapted to Turkish by Yildiz (2010) and tactical gaming approach model scale by Oslin, Mitchell and griffin (1998) were used in order to reach the aim of the study. 5 weeks volleyball, 5 weeks table tenis branches using tactical game approach was applied and Experimental design was used in the study, with pre-test and post-test control group. In the analysis and assessment of the data, compatibility of the data with normal distribution One Sample Kolmogorov-Smirnov Test, tested with and Paired Samples T Test was used for related samples and independent sample t test was used for independent samples, was used and significance was taken as P<0.05 Within this study; there was a significant difference between the results of the experimental and control groups; and there was significant difference between post-test results of the experimental and control groups, tactical approach and Metacognitive Awareness

Analysis of Metacognitive Awareness of Primary and Secondary School Students in Terms of Some Variables

Metacognition is important for learners of all ages. Therefore, this situation raises all important questions about how to develop metacognitive skills and habits in the classroom regardless of primary, secondary and high school. The aim of this study is to investigate the metacognitive awareness of primary and secondary school students according to the variables of gender, grade level and region. The model of this research, which was conducted to determine the metacognitive awareness levels of the students in primary and secondary school, is a survey model. Metacognitive Awareness Scale was administered to 399 students (195 girls, 204 boys) in third, fourth and fifth grade. The research shows that the metacognitive awareness scores of primary and secondary school students do not differentiate in gender. According to another result obtained in the research; metacognitive awareness scores of pirmary and secondary school students differentiate in locality. The students&amp;rsquo; metacognitive awareness is higher than that of the urban local. When the metacognitive awareness scores were examined according to the grade level, it was seen that the metacognitive awareness scores of the fifth grade students were higher than the other groups. However, there is no significant difference between the metacognitive awareness scores of the third and fourth grade students. Similar studies aiming to examine the development of metacognitive awareness of students are thought to be useful in planning the education process in this direction.