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ERIC Number: EJ827814
Record Type: Journal
Publication Date: 2009-Feb
Pages: 18
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1380-3611
An Analysis of Turkish High School Students' Metacognition and Motivation
Sungur, Semra; Senler, Burcu
Educational Research and Evaluation, v15 n1 p45-62 Feb 2009
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey