An Analysis of Turkish High School Students' Metacognition and Motivation

Autor/inn/en	Sungur, Semra; Senler, Burcu
Titel	An Analysis of Turkish High School Students' Metacognition and Motivation
Quelle	In: Educational Research and Evaluation, 15 (2009) 1, S.45-62 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	High Schools; Troubleshooting; Academic Achievement; Metacognition; Program Effectiveness; Classroom Environment; High School Students; Student Motivation; Goal Orientation; Mastery Learning; Schemata (Cognition); Measures (Individuals); Self Evaluation (Individuals); Foreign Countries; Learning Strategies; Turkey + Suchen Sie Ihr Suchwort? High school; Oberschule; Störfall; Schulleistung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Klassenklima; Unterrichtsklima; High schools; Student; Students; Schüler; Schülerin; Studentin; Schulische Motivation; Zielorientierung; Zielvorstellung; Cognition; Schema; Kognition; Messdaten; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Türkei
Abstract	The present study aimed at investigating Turkish high school students' metacognition and its relation to achievement goals (mastery approach goals, mastery avoidance goals, performance approach goals, performance avoidance goals), perceived competence, and perceived classroom environment (challenge and threat). Metacognition was examined in terms of knowledge of cognition (declarative knowledge, procedural knowledge, and conditional knowledge) and regulation of cognition (planning, information management, monitoring, debugging, and evaluating). Self-report instruments were administered to 141 high school students with a mean age of 15.29 to assess variables of the study. Results reveal that Turkish high school students have more declarative and conditional knowledge than procedural knowledge and mostly use debugging strategies. All motivational variables except threat were found to be positively linked to students' metacognition. The students also appear to adopt approach goals more than avoidance goals. Results were interpreted taking the Turkish educational system into consideration. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10