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

Year 2023, Issue: 57, 103 - 130, 01.01.2023

Sevgi Özgüngör , Gülten Yıldırım

https://doi.org/10.9779/pauefd.1091840

Abstract

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.

Keywords

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

Supporting Institution

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Project Number

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Thanks

Bu çalışma "Öğretmen Yeterlikleri Üzerine Boylamsal Bir Araştırma: Pamukkale Üniversitesi Örneği" başlıklı proje kapsamında oluşturulmuştur. Projede yer alan diğer tüm araştırmacılara teşekkürlerimizi sunarız. (Prof. Dr. Asuman Duatepe Paksu, Prof. Dr. Erdinç Duru, Prof. Dr. Turan Paker, Doç.Dr.Ahu Arıcıoğlu, Doç.Dr.Ömür Kaya Kalkan, Doç. Dr. Özen Yıldırım, Doç. Dr. Sibel Duru, Doç.Dr.Turgut Türkdoğan, Doç.Dr.Yasin Doğan, Dr. Öğr. Üyesi Emine Gaye Çontay, Dr. Öğr. Üyesi Aytaç Karakaş)

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

Abstract

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

Project Number

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