The Self-Efficacy as Predictors of the Metacognition Skills in Children

It is important for children to have some skills and competencies in the acquisition of effective learning skills. Metacognition skills that allow children to become aware of what they know and think to learn a knowledge, and build on the knowledge they will learn in this process; they need to be self-efficacy in order to accomplish a task and to be able to come up with new problems or situations. In this context, the research aimed to determine whether self-efficacy in children predicts metacognition skills, and also the results of the relationship between self-efficacy and metacognition and the validity and reliability of the measurement tools used are included in the study. In the research, the correlational survey model, which is one of the quantitative research method, is used to determine the relationship between two or more variables. The study group of this study consists of 350 children aged between 12 and 14 years, continuing to secondary school. The Personal Information Form, "Self-Efficacy Scale for Children" and "Scale of Metacognition Skills for Children" were used together to collect the data of the study. The cronbach alpha coefficient and confirmatory factor analysis results on the validity and reliability of the measurement tools provided valid and reliable results. To investigate the relationship between self-efficacy and metacognition skills, the Pearson Moments Multiplication Correlation Coefficient is calculated and indicates that there is a relationship between the two variables. It has been determined that self-efficacy is a predictor of metacognition skills according to the results of multiple regression to examine whether self-efficacy beliefs in children are predictive of metacognition skills. Çocuklardaki özyeterlik becerilerinin üst biliş becerilerinin yordayıcısı olup olmadığını belirlemek için gerçekleştirilen çoklu regresyon sonuçlarına göre özyeterlik becerileri üstbilişin bir yordayıcısı olduğu bulgularına ulaşılmıştır. The development of metacognition and self-efficacy skills together in children is one of the issues to be emphasized by parents and educators.

Keywords:

metacognition, self-efficacy children, skills,

PDF

___

Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software International.
Ciardiello, A. V. (1998). Did you ask a good question today? Alternative cognitive and metacognition staretgies. Journal of Adolescent & Adult Literacy, 42(3), 210.
Kaplan, A., & Duran, M. (2016). Ortaokul öğrencilerinin matematik dersine çalışma sürecinde üstbilişsel farkındalık düzeylerinin karşılaştırılması. Bayburt Eğitim Fakültesi Dergisi, 10(2), 417-445.
Kline, R. B. (2005). principles and practice of structural equation modeling (2nd ed.). New York: Guilford.
Balcikanli, C. (2011). Metacognitive awareness inventory for teachers (MAIT). Electronic Journal of Research in Educational Psychology, 9(3), 1309-1332.
Legg, A. M., & Locker Jr, L. (2009). Math performance and its relationship to math anxiety and metacognition. North American Journal of Psychology, 11(3), 471-486.
Luszczynska, A., Gutiérrez‐Doña, B., & Schwarzer, R. (2005). General self‐efficacy in various domains of human functioning: Evidence from five countries. International Journal of Psychology, 40(2), 80-89.
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.
Muris, P. (2001). “A brief questionnaire for measuring self-efficacy in youths”. Journal of Psychopathology and Behavioral Assessment, 23, 145–149.
Nietfeld, J. L., Cao, L., & Osborbe, J. W. (2005). Metacognitive monitoring accuracy and student performance in the postsecondary classroom. The Journal of Experimental Education, 74(1), 7–28.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34, 906–911.
Özsoy, G. (2008). Üstbiliş. Türk Eğitim Bilimleri Dergisi, 6(4), 713-740.
Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory Into Practice, 41(2), 116-125.
Clause, C. S., Delbridge, K., Schmitt, N., Chan, D., & Jennings, D. (2001). Test preparation activities and employment test performance. Human Performance, 14(2), 149-167.
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory Into Practice, 41(4), 219-225.
Ridlo, S., & Lutfiya, F. (2017). The Correlation between metacognition level with self-efficacy of biology education college students. In Journal of Physics: Conference Series, 824(1), 012067. IOP Publishing.
Scholz, U., Doña, B. G., Sud, S., & Schwarzer, R. (2002). Is general self-efficacy a universal construct? Psychometric findings from 25 countries. European Journal Of Psychological Assessment, 18(3), 242.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148. doi:10.1207/s15326985ep2802_3.
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research In Science Education, 36(1-2), 111-139.
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychological Review, 7, 351–371.
Schunk, D. H. (1981). Modeling and attributional effects on children’s achievement. A self-efficacy analysis. Journal of Educational Education, 73, 93-105.
Açıkgöz, K. Ü. (2000). Etkili öğrenme ve öğretme (Üçüncü Baskı). İzmir: Kanyılmaz Matbaası.
Schunk, D. H. (1982). Effects of effort attributional feedback on children’s achievement: Self-efficacy analysis. Journal of Educational Psychology, 74, 548-556. Smith, M. S. (2002). Using the social cognitive model to explain vocational interest in ınformation technology. Information Technology, Learning, and Performance Journal, 20, 1–9.
Telef, B. B., & Karaca, R. (2012). Çocuklar için öz-yeterlik ölçeği: Geçerlik ve güvenirlik çalışması. Buca Eğitim Fakültesi Dergisi, 32, 169-187.
Thomas, G. P., & McRobbie, C. J. (2001). Using a metaphor for learning to improve students’ metacognition in the chemistry classroom. Journal of Research in Science Teaching, 38(2), 222–259.
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. London New York: Routledge Falmer.
Thoonen, E. E., Sleegers, P. J., Peetsma, T. T., & Oort, F. J. (2011). Can teachers motivate students to learn? Educational Studies, 37(3), 345-360.
Yıldız, E., Akpınar, E., Tatar, N., & Ergin, O. (2009). Exploratory and confirmatory factor analysis of the metacognition scale for primary school students. Educational Sciences: Theory and Practice, 9(3), 1591-1604.
Zakeri, A., Rahmany, R., & Labone, E. (2016). Teachers’ Self-and Collective Efficacy: The Case of Novice English Language Teachers. Journal of Language Teaching and Research, 7(1), 158-167.
Bandura, A. (2000). Self-efficacy. In A. E. Kazdin (Ed.), Encyclopedia of psychology (pp. 212 -213). New York: Oxford University Press.
Bassi, M., Steca, P., Delle Fave, A., & Caprara, G. V. (2007). Academic self-efficacy beliefs and quality of experience in learning. Journal of Youth and Adolescence, 36(3), 301-312.
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford.
Floyd, F. J., & Widaman, K. F. (1995). Factor analysis in the development and refinement of clinical assessment instruments. Psychological assessment, 7(3), 286.
Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for the social sciences] Ankara: Pegem.
Cera, R., Mancini, M., & Antonietti, A. (2013). Relationships between metacognition, self-efficacy and self-regulation in learning. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 4(7), 115-141.
Cheng, E. C. K. (2011). The role of self-regulated learning in enhancing learning performance. The International Journal of Research and Review, 6(1), 1-16.
Coutinho, S. (2008). Self-efficacy, metacognition, and performance. North American Journal of Psychology, 10(1), 165.
Çakıroğlu, A. (2007). Üstbilişsel strateji kullanımının okuduğunu anlama düzeyi düşük öğrencilerde erişi artırımına etkisi. Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
Demir-Gülşen, M. (2000), “A model to investigate probability and mathematics achievement İn terms of cognitive, metacognitive and affective variables”. Master Thesis. Boğaziçi University, the Institute for Graduate Studies in Science and Engineering, İstanbul.
Den Brok, P., Brekelmans, M., & Wubbels, T. (2004). Interpersonal teacher behaviour and student outcomes. School Effectiveness And School Improvement, 15(3-4), 407-442.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review Of Psychology, 53(1), 109-132.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L.B. Rensnick (Ed.), (pp. 231–235). Hillsdale, NJ: John Wiley.
Gall, J., Gall, M. D., & Borg, W. R. (1999). Appling educational research. New York: Longman.
Gay L. R., 1987. Educational research compentencies for analysis and application. New York: Macmillan Publishing Company.
Georghiades, P. (2004). Making pupils’ conceptions of electricity more durable by means of situated metacognition. International Journal of Science Education, 26(1), 85–99.
Gourgey, A. F. (1998). Metacognition in basic skills instruction. Instructional Science, 26(1), 81-96.
Houtveen, A. A. M., Van de Grift, W. J. C. M., & Creemers, B. P. M. (2004). Effective school improvement in mathematics. School Effectiveness and School Improvement, 15(3-4), 337-376.
Howard, B. C., McGee, S., Shia, R., & Hong, N. S. (2000). Metacognitive self-regulation and problem-solving: Expanding the theory base through factor analysis. The Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24- 28).

ISSN: 2146-8249
Yayın Aralığı: Yılda 2 Sayı
Başlangıç: 2012
Yayıncı: Nesibe Aydın Eğitim Kurumları

Arşiv