Bilişötesi Farkındalık ile Derin ve Yüzeysel Öğrenme Yaklaşımları Arasındaki İlişkilerde Öz Kontrol-Öz Yönetimin Aracı Rolü

Bu araştırmada bilişötesi farkındalık ile derin ve yüzeysel öğrenme arasındaki ilişkide öz kontrol-öz yönetimin aracı rolü incelenmiştir. Araştırmaya 266 eğitim fakültesi öğrencisi katılmıştır. Veriler Bilişötesi Farkındalık Ölçeği, Özkontrol-Özyönetim Ölçeği ve Öğrenme Yaklaşımları Ölçeği ile toplanmıştır. Bilişötesi farkındalık ile öğrenme yaklaşımları arasındaki ilişkide öz kontrol-öz yönetimin aracı rolü yapısal eşitlik modellemesiyle incelenmiş, bilişötesi farkındalığın derin öğrenme yaklaşımını olumlu, yüzeysel öğrenme yaklaşımını ise olumsuz yönde yordadığı, öz kontrol-öz yönetimin bu ilişkide aracı rolü oynadığı tespit edilmiştir. Araştırma, bilişötesi farkındalık ile öğrenme yaklaşımları arasındaki ilişkinin anlaşılmasına katkı sunmuş ve bu süreçte öz kontrol-öz yönetim becerisinin geliştirilmesinin önemini ortaya koymuştur.

Anahtar Kelimeler:

Bilişötesi farkındalık, öz kontrol-öz yönetim, öğrenme yaklaşımları, derin öğrenme, yüzeysel öğrenme

The Mediating Role of Self-Control-Self-Management in the Relationship between Metacognitive Awareness and Deep and Surface Learning Approaches

The purpose of this study is to test the mediating role of self-control-self-management in the relationship between metacognitive awareness and deep and surface learning approaches. For this purpose, 266 education faculty students responded to Metacognitive Awareness Scale, Self-Control-Self-Management Scale, and Learning Approaches Scale. According to the results of the structural equation modeling tested by AMOS, metacognitive awareness predicted the deep learning approach positively and the surface learning approach negatively, and self-control-self-management played a mediating role in this relationship. The research contributed to the understanding of the relationship between metacognitive awareness and learning approaches by revealing that self-control-self-management skills are a crucial mechanism whereby metacognition exerts its effect on learning approaches.

Keywords:

Metacognitive awareness, self-control-self-management, learning approaches, deep learning, surface learning,

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