THE RELATİONSHİP OF STUDENT TEACHERS’ EPİSTEMOLOGİCAL BELİEFS AND METACOGNİTİVE LEVELS WİTH THEİR ACADEMİC ACHİEVEMENT

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In this study, the relationship of student teachers’ epistemological beliefs and metacognitive levels with their academic achievement has been investigated. The descriptive statistics to determine the levels of epistemological beliefs and metacognitive awareness, Pearson product-moment correlation coefficient for the relationships between metacognition, epistemological beliefs and academical achievement were used. The differentiation according to gender and class level in terms of having the related variables was analysed through t test for independent groups technique. The population of the study consist of the students at Abant İzzet Baysal University Education faculty. The sample was chosen through coincidental sampling technique from different departments including 306 student teachers studying in 2010-2011 academic year. To determine student teachers’ metacognitive levels, Metacognitive Awareness Inventory developed by Schraw and Dennison (1994) and adapted into Turkish by Akın, Abacı and Çetin (2007) was used. Epistemological Beliefs Questionnaire developed by Schommer (1990) and adapted into Turkish by Deryakulu and Büyüköztürk (2002) was used to measure student teachers’ epistemological beliefs. Personal information form was used to collect the related data which was developed by the researcher. After data analyses, the findings were discussed according to the related literature.

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Metacognition , epistemological beliefs , academical achievement

Celal Bayar University Journal Of Social Sciences

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Celal Bayar University Journal Of Social Sciences