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ERIC Number: EJ1012024
Record Type: Journal
Publication Date: 2013
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0022-0671
Relations of Gender and Socioeconomic Status to Physics through Metacognition and Self-Efficacy
Yerdelen-Damar, Sevda; Pesman, Haki
Journal of Educational Research, v106 n4 p280-289 2013
The authors explored how gender and socioeconomic status (SES) predicted physics achievement as mediated by metacognition and physics self-efficacy. Data were collected from 338 high school students. The model designed for exploring how gender and SES-related differences in physics achievement were explained through metacognition and physics self-efficacy was tested. The result showed that metacognition and physics self-efficacy could explain gender- and SES-related differences in physics achievement. In addition, it was observed that physics self-efficacy mediated the relation of metacognition to physics achievement whereas metacognition did not. This finding means that metacognition contributed to physics achievement through physics self-efficacy. (Contains 4 tables, 3 figures, and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey (Ankara)
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire; Self Efficacy Scale; Trends in International Mathematics and Science Study