Metacognitive Awareness Scores Research Articles

Using ChatGPT to promote research competency: English as a Foreign Language undergraduates' perceptions and practices across varied metacognitive awareness levels

AbstractBackgroundIntroducing new technologies in education sparks debates, disrupting traditional practices, and requiring teacher adaptation. ChatGPT is an example. Research explores its benefits and concerns in education, with recommendations for classroom use. Nevertheless, limited evidence supports ChatGPT as a tool for supporting English as a Foreign Language (EFL) students' research competency. Moreover, while the literature primarily focuses on the perspectives of scholars and teachers, it is essential to incorporate students' viewpoints in order to maximize the potential of this technology.ObjectivesThe present study investigated EFL undergraduates' perceptions and practices of ChatGPT as a tool for promoting their research competency. Additionally, the study examined the potential influence of metacognitive awareness (MA) levels in this context.MethodsThe study utilized a mixed‐method research design, collecting quantitative and qualitative data from 27 EFL undergraduates (12 with low MA and 15 with high MA) over one semester. Data sources included a self‐report questionnaire, self‐study log, and semi‐structured interviews.Results and conclusionsQuantitative analysis showed significant differences between low and high MA groups in their perceptions of ChatGPT (U = 37.500, Z = 2.570). Regression analysis revealed a positive correlation between MA scores and students' perceptions and practices of ChatGPT. Qualitative analysis revealed diverse perceptions and practices of ChatGPT between the high MA and low MA groups, showcasing behaviours ranging from replication to using ChatGPT as a thought‐stimulating and supportive tool, accessing supplementary information, and seeking guidance. Key factors for effective ChatGPT use included prompt formulation, systematic thinking, self‐regulation strategies, and trust in AI.

Self-Confidence as the Predictor of Metacognitive Awareness in High School Students

Metacognitive awareness is said to be reflected by self-confidence scores, and there exists a mutual relationship between them. This study was conducted to examine the role of self-confidence in predicting metacognitive awareness in high school students and to examine whether gender, grade point average, type of high school and father’s education level played a role in this relationship. The data were obtained from 390 high school students studying at two different types of high school (general and vocational) using two different scales. Research data were analyzed through hierarchical regression analysis method to determine the predictiveness. Results showed (i) the metacognitive awareness scores were moderately and highly correlated with the self-confidence level total score and sub-dimension scores; (ii) participants’ self-confidence scores explained 46% of the change in metacognitive awareness scores; (iii) the type of high school and grade point average had 9% effect on metacognitive awareness scores. It is recommended to examine the relationships of metacognitive awareness and self-confidence with different variables and to conduct experimental studies. The co-development of metacognitive awareness and self-confidence in students should be emphasized by families and educators. It is thought that the current study will be useful in relation to its results for understanding the importance of self-confidence and metacognitive awareness of high school and of those at other levels.

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.

Cognitive retroactive transfer of metacognitive reading strategies from English (L3) into French (L2) among trilingual learners

ABSTRACT This study explored the effect of metacognitive reading strategy intervention in English on helping Moroccan learners reversely transfer metacognitive reading strategies from English (L3) into French (L2). In particular, it investigated whether an improvement in metacognitive reading strategy in English (L3) would lead to an improvement in reading comprehension achievements in French (L2). 67 eleventh-grade students were purposively selected and randomly assigned to an experimental group (n = 35) and a control group (n = 32). All participants were administered the Metacognitive Reading Strategies Questionnaire (Abu-Rabia, S. (2019). The effect of degrees of bilingualism on metacognitive linguistic skills. International Journal of Bilingualism, 23(5), 1064–1086. https://doi.org/10.1177/1367006918781060) and a reading comprehension pre-test and post-test in English and French. Only the experimental group received training in metacognitive reading strategies (MCRS) in English. The difference between metacognitive strategy awareness levels and reading comprehension scores before and after the intervention was examined using one-way-MANOVA. Results indicated a significant improvement in the experimental group’s metacognitive strategy awareness and reading comprehension scores in both English and French. Based on these results, we suggest that learners of English as a foreign language should be explicitly trained in the use of MCRS, and a link between the different languages taught at school should be established. Thus, metacognitive reading strategies and skills acquired in one language can be positively transferred to another.

Investigation of The Correlation between Metacognition Levels and Ruminative Thought Forms of Sports Sciences Faculty Students

Aim: The aim of this research is to investigate the correlation between the metacognition levels of the students of the faculty of sports sciences and their ruminative thought styles. Method: The research is carried out using the correlational survey model. The universe of the research consists of sports science students studying at Hatay Mustafa Kemal University, Faculty of Sports Sciences, Department of Coaching, Physical Education and Sports Teaching, Recreation and Sports Management. The sample of the study, on the other hand, is a total of 287 sports science students, 131 female and 156 male, selected by convenience sampling. Pearson correlation and regression techniques are used in the analysis of the data. Results: As a result of the research, it is determined that there is a moderately significant positive correlation between metacognitive awareness scores and ruminative thought style scores. In addition, it is determined that metacognitive awareness is a significant predictor of ruminative thought. Conclusion: Based on the results of the research, excessive control of cognitions may cause repetitive thoughts. Keywords: Sports sciences faculty, student, metacognition, ruminative thought

The Effect of Middle School Students' Metacognitive Awareness and Logical Thinking Skills on Success in Mathematics Course

The aim of this study is to investigate The effect of logical thinking skills on the success of mathematics course at the Metacognitive Awareness of Secondary School Students. The research was conducted in the Siirt city centre of Fevzi Çakmak Secondary School with 120 5th, 6th, 7th and 8th grade students in 2018-2019 education year. The data were collected through both Metacognitive Awareness Inventory Schraw ve Dennison (1994) and the Test of Logical Thinking Skills Tobin and Capie (1981). During the research, the collected data were analyzed using Pearson product-moment correlation coefficient, independent samples t-test, and linear regression on SPSS. According to the results, a positive effect is evident the success of mathematics course metacognitive awareness and logical thinking skills. There is a significant relationship between metacognitive awareness and grade point average mathematics (GPAM) scores. In addition, there is a considerable relationship between logical thinking skills and GPAM scores. The research results suggest that metacognitive awareness and logical thinking skills are positive predictors of mathematics academic achievement. Also, it was examined whether mathematics academic achievement, metacognitive awareness and logical thinking skills differ according to gender. Results show that secondary school students’ mathematics academic achievement and metacognitive awareness levels differ significantly in terms of gender. Female students are more successful than male students. Besides, female secondary school students’ metacognitive awareness levels are higher than that of male students. Also, the significant relationship was found between logical thinking skills with respect to the gender.

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’ 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.

The Anxiety and Metacognitive Awareness Levels of Secondary School Students towards Mathematics and the Effect of Related Variables on Their Mathematics Achievements

In the research, it was aimed to determine the level of anxiety and metacognitive awareness of secondary school students about mathematics lesson, whether these levels change according to gender and class level and examine explaining status of these levels in mathematical achievements. The research, designed on the basis of the cross-sectional screening method, was carried with 1553 secondary school students. Two-step clustering analysis, independent t-test, one-way variance analysis and linear regression analysis were used to analyse the data. The participants were grouped into three according to their mathematics achievement and into two according to their metacognitive awareness and mathematics anxiety. The metacognitive awareness of the students with high achievement was found to be higher and the mathematics anxiety was lower than the students in moderate and low achievement group. It was found that the metacognitive awareness and mathematics anxiety scores explain the mathematics achievement significantly. It was also determined that as the metacognitive awareness scores increased, mathematics achievement increased significantly; on the other hand, as the mathematics anxiety scores increased, the mathematics achievement was meaningfully reduced. In addition, it was found that the metacognitive awareness had less effect on mathematics achievement compared with the mathematics anxiety.

Assessing metacognition during or after basic-level and high-level cognitive tasks? A comparative study in a non-clinical sample

This study explored in a non-clinical sample whether metacognitive awareness assessments measured during (“on line”) and after (“end line”) a neuropsychological task lead to comparable results in tests exploring basic-level or high-level cognitive functions. Short-term memory and working memory tests (forward and backward digit recall of the WAIS-III) were used to measure basic-level cognitive function. A social cognition test, the French adaptation of the Faces Test, was used to assess high-level cognitive function through recognition of facial emotions. For these two tests, we explored “on line” metacognitive awareness using a method based upon Koriat and Goldsmith's protocol. After each answer, participants were asked to rate their level of confidence in the correctness of their response. Persons had also to rate their confidence in their answer only once, at the end of the neuropsychological test, in order to explore “end line” metacognitive awareness. They were then asked “do you feel you have passed this test?” and had to rate their feeling of success on a 4-point Likert-type scale (“no”, “rather not”, “rather yes”, “yes”). No association was found between “on line” and “end line” metacognitive awareness scores on memory tests. Poor “end line” metacognitive awareness was associated with lower “on line” metacognitive awareness score in the social cognition test. It might be of interest to assess both “on line” and “end line” metacognitive awareness in persons with schizophrenia to better take into accounts the multi-faceted structure of metacognition.

Investigating the Relationship Between Metacognitive Awareness and Listening Comprehension in University Students

This study investigated the relationship between metacognitive awareness and listening performance by eliciting metacognitive awareness from 89 English-as-a-foreignlanguage (EFL) Korean learners regarding knowledge of listening strategies used and challenges following a listening activity. Data were collected through the Metacognitive Awareness Listening Questionnaire (MALQ), an official sample TOEFL listening test and a listening log which is one of the process-based teaching instruments that is expected to develop learners’ metacognitive knowledge. Responses to MALQ were examined for how different aspects of metacognitive awareness represented by the MALQ subscales were related to listening performance. The results showed a significant positive relationship between learners’ metacognitive awareness scores and listening performance and that their metacognitive awareness accounted for 13% of the variance in listening performance. Analysis of individual factors showed a significant relationship between listening performance and the listening strategies of directed attention, problem solving and person knowledge. The study discusses the implication of the study as well as the use of the questionnaire and listening log as instruments for interpreting learners’ metacognitive awareness about listening.

Examining Preservice Teachers’ Reflective Thinking Skills in the context of Web-Based Portfolios: The Role of Metacognitive Awareness

This mixed method study aimed to examine if, and then potentially how, the level of preservice teachers’ metacognitive awareness (MA) influences their reflective thinking on their teaching practicum experiences in the context of web-based portfolio construction. Data sources included two sets of reflection task responses and a Likert-type metacognitive awareness inventory. Data from these sources were coded and analyzed using quantitative and qualitative methods. The total number of high-level reflective thinking indicators produced by the preservice teachers with high MA was notably higher than those generated by the preservice teachers with low MA. A Wilcoxon-Mann-Whitney test revealed a statistically significant difference between the scores of high-level reflective thinking indicators exhibited by the preservice teachers with high MA and low MA. In addition, a statistically significant moderate relationship was found between the participants’ total MA scores and their high-level reflective thinking scores. Findings suggested that when the participants were good at managing the three metacognitive processing skills, namely monitoring, evaluation, and planning, they more frequently exhibited the high-level reflective thinking indicators.

Collaborative Learning in an Information Literacy Course: The Impact of Online Versus Face-to-face Instruction on Social Metacognitive Awareness

Metacognition and social metacognition play important roles in information literacy, online learning, and collaborative learning. This study examines how students rated themselves in both metacognitive and social metacognitive awareness after a collaborative project in an information literacy course offered face-to-face and online. Students in the face-to-face version of the course rated themselves as having higher social metacognitive awareness, though metacognitive awareness scores were similar. Because of this finding, this article makes recommendations for improving collaboration online for information literacy instruction.

Relation between Metacognitive Awareness and Participation to Class Discussion of University Students

Form of inquiry should be based on cognitive approach, student-centered, question and inquiry-based, free of memorization and focused on high-level cognitive skills (critical-creative thinking and problem-solving) rather than conventional teacher-centered teaching and learning based on memorization and behavioral approach. The life quality of human beings will be increased with thought sharing and discussion and this increase is achieved by means of an adequate development of mental faculties such as critical and creative thinking, raising metacognitive awareness and problem solving. The purpose of this study is to assess the perceptions of prospective teachers related to the correlation between metacognitive awareness and participation in discussion. There is no significant correlation found between grade level and departmental differences, gender and general academic scores, participation in discussion and metacognitive awareness scores of university students participated in this study. However, there was a positive correlation between number of books read and participation in discussion. Moreover, there was a moderately significant positive correlation between participation to discussions and metacognitive awareness.

The Relationships Between Preservice Teachers’ Mathematical Literacy Self Efficacy Beliefs, Metacognitive Awareness And Problem Solving Skills

The purpose of this study was to examine the relationships between metacognitive awareness, mathematical literacy self-efficacy beliefs and problem solving skills, and the effects of metacognitive awareness and mathematical literacy self-efficacy beliefs on problem solving skills. This study used a correlational survey design, and was conducted in the Faculty of Education of Ondokuz Mayis University in the 2014/15 spring semester. The sample group, selected used convenience sampling, consisted of a total of 171 prospective teachers. Data were collected using Metacognitive Awareness Inventory (Akin, Abaci & Cetin, 2007), the Problem Solving Inventory (Şahin, Şahin & Heppner, 1993) and Math Literacy Self-Efficacy Measurement (Ozgen & Bindak, 2008). For the data analysis, descriptive statistics, Pearson correlation, and regression analysis were used. Significant relationships were found to exist between the problem solving scores on the one hand and metacognitive awareness and math literacy self-efficacy scores on the other. In addition, the first stage of the regression analysis showed that metacognitive awareness scores are a significant predictor of problem solving skills, explaining 15% of the variation. In the second stage, it was found that metacognitive awareness and math literacy self-efficacy scores are both significant predictors of problem solving skills, together explaining 18% of the variation. This study shows that significant relationships and interactions exist between metacognitive awareness, mathematical literacy self-efficacy, and problem solving skills

Metacognitive awareness and math anxiety in gifted students

The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing the data, Spearman correlation analysis, the Mann Whitney U test, and linear regression analysis were used. According to the findings: firstly, gifted students’ metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students’ maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety. Finally, the findings of linear regression analysis indicated that metacognitive awareness is explained by 48% total variance of maths anxiety in gifted students. Keywords: Metacognitive awareness, maths anxiety, gifted.

Metacognitive awareness and math anxiety in gifted students

<p>The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing the data, Spearman correlation analysis, the Mann Whitney U test, and linear regression analysis were used. According to the findings: firstly, gifted students’ metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students’ maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety. Finally, the findings of linear regression analysis indicated that metacognitive awareness is explained by 48% total variance of maths anxiety in gifted students.</p><p> </p><p>Keywords: Metacognitive awareness, maths anxiety, gifted</p><p> </p><p> </p>

Editors Message and Referees Index

From the EditorsHuseyin Uzunboylu, Cigdem HursenIt is an honor for us to welcome you as Editors of Cypriot Journal of Educational Sciences which has accepted publications indexed in qualified databases since 2006. We are ready to publish the new studies of Cypriot Journal of Educational Sciences which has 5 full length articles written by authors from, Cyprus, Iran and Turkey.The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all who have contributed to this issue. There are different focuses. For example, Cihat Demir, Burhan Sincar and Rıdvan Çelik explored to specify the matters encountered by science teachers during the teaching of physics and to provide them with solutions. The study group consisted of 50 science teachers who worked in Diyarbakır and Batman over the period of 2014 - 2015. This research is a descriptive study carried out by content analysis. According to the research findings, the top problems that the physics teachers encountered in physics lesson while processing the topics were laboratory problems. Some solutions have been introduced for science teachers in order to help them provide a better physics education.On the other hand, Parisa Abdolrezapour and Elahe Fallah explored the effect of reflective teaching on learner autonomy and the intrinsic motivation of Iranian upper-intermediate female learners. The subjects included 60 adult upper-intermediate EFL learners chosen out of ninety, based on the scores obtained through administration of the TOEFL exam. They were randomly assigned to two groups: a) the experimental group - taught by a reflective teacher - and b) the control group instructed by an unreflective teacher. The experimental group was then taught by the reflective teacher and the control group was taught by the unreflective teacher who adopted no tangible reflective actions. Finally, both groups sat for motivation and autonomy questionnaires. The results indicate that reflective teaching leads to the enhancement of both learners’ autonomy and the intrinsic motivation level.In addition to these, Nazım Kaşot and Serap Özbaş aimed in their study to assess the egoistic, altruistic and biospheric awareness of the consequence of high school students regarding the loss of bio-diversity, then comparing the results on the basis of some independent variables (gender, class and family income). According to the outcome of the research, students believed in biospheric, egoistic and altruistic results at the similar levels. While the impact of gender and family income on biospheric, altruistic and egoistic awareness of consequence is not so significant, the impact of class is significant on biospheric and altruistic awareness of consequence.Also Nazım Kaşot and Mete Özsezer studied historical environment subjects in elementary school social sciences textbooks. They focused on the 4th and 5th Grades in the context of both content and visuals. The method of the study analysed has been organised in accordance with the qualitative research. The population was not indicated pursuant to qualitative research and so purposive sampling was implemented. The textbooks used were mainly selected from the afore-mentioned grades and classes. All the data collected were based on the textbooks used during the assessment process. The data was gathered in accordance with the document analysis technique and everything was analysed in detail. The categories used were generated after the authors performed analysis by utilising textbooks. To ensure the validity of the categories, literature scanning was undertaken and expert opinion was taken. The category definitions were written for public access. Finally, Hakan Sarıcam and Üzeyir Ogurlu carried out a study on gifted students. Authors examined the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. According to the findings; firstly, gifted students’ metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students’ maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety.I would like to express my thanks to all authors preferring Cypriot Journal of Educational Sciences to make their articles published, all reviewers working seriously in the process of publishing, and also quest editors supporting us in this process.Best regards,Prof. Dr. Huseyin Uzunboylu, Editor-in-ChiefAssist. Prof. Dr. Cigdem Hursen, Executive Editor

Associations between self-esteem, anxiety and depression and metacognitive awareness or metacognitive knowledge

This study explored in a non-clinical sample the associations between self-esteem, anxiety and depression symptoms and metacognitive awareness or metacognitive knowledge. Higher metacognitive awareness scores measured during the neuropsychological tasks were positively associated with higher depression scores in the social cognition test. Metacognitive knowledge score measured independently of ongoing neuropsychological tasks was positively associated with lower self-esteem, higher anxiety (state or trait) and depression scores.

Exploring the relationship between metacognitive awareness and listening performance with questionnaire data

This study sought to provide a nuanced understanding of the relationship between metacognitive awareness and listening performance by eliciting from 113 English-as-a-second-language (ESL) Chinese learners their metacognitive awareness with regard to knowledge of listening strategies used and perceptions of difficulty and anxiety following a listening lesson. Data were collected through the Metacognitive Awareness Listening Questionnaire (MALQ) and an official sample IELTS listening test. Responses were examined for how different aspects of metacognitive awareness represented by the MALQ factors related to listening performance and for individual differences in metacognitive awareness across these factors. The results showed a significant positive relationship between learners’ metacognitive awareness scores and listening performance and that their metacognitive awareness accounted for 22% of the variance in listening performance. Analysis of individual factors showed a significant relationship between listening performance and the strategies of directed attention and problem solving as well as an overall moderate-to-low sense of confidence among the participants in the study. It also revealed considerable intrapersonal variation in different aspects of metacognitive awareness. The paper discusses the results as well as the use of the questionnaire as an instrument for eliciting and interpreting learners’ metacognitive awareness about listening.