AN INVESTIGATION OF THE RELATIONSHIP BETWEEN METACOGNITION LEVELS AND PROBLEM SOLVING LEVELS OF UNIVERSITY STUDENTS
ÜNİVERSİTE ÖĞRENCİLERİNİN ÜST BİLİŞ DÜZEYLERİ İLE PROBLEM ÇÖZME DÜZEYLERİ ARASINDAKİ İLİŞKİNİN İNCELENMESİ

Author : Battal GÖLDAĞ -- Sevtap KANAT
Number of pages : 135-156

Abstract

This research aims to examine the relationship between metacognition levels and problem solving levels of university students. Relational screening model was used in the study. Its population is comprised of students studying in İnönü University during the spring semester of 2017-2018 academic year. Simple random sampling method was used while determining the sample. In order to determine students' metacognition levels, it was used the Metacognition Scale-30 (MCQ-30), developed and originally named "Meta-Cognitions Questionnaire (MCQ)" by Cartwright-Hatton and Wells, and developed a 30-item short form (MCQ-30) by Wells and Cartwright-Hatton in 2004. In determining problem solving skills was administered "Problem Solving Skills Scale", originally developed by Heppner and Petersen and adapted to Turkish by Şahin, Şahin and Heppner. Data were tested using parametric analyses, namely Independent Samples T-test, One-way Analysis of Variance (ANOVA), Pearson Product Moment Correlation Analysis, along with descriptive analyses. Significance level was taken p <.05. According to the findings obtained in the research; there was no significant difference between the students’ overall scores regarding their metacognition levels and problem-solving skills in terms of sex, mother’s educational attainment and father’s educational attainment variables. As for the grades they study in, it was found to be a significant difference regarding their metacognition levels; however, there was no significant difference between their problem solving scores. In terms of the faculty they study at, there was no significant difference between the overall scores for metacognition levels; however, there was a significant difference between their problem solving scores. A significant difference was found between the total scores of metacognition and problem-solving in terms of ‘the number of the books they’ve read’. There was no significant difference between the overall scores of metacognition in terms of “whether they keep up of the publications related to their major”, except two subscales ‘Cognitive Confidence’ and ‘Cognitive Self-Consciousness’. A significant difference was found between the overall scores of problem-solving, as well. A positive relationship was observed to be between students' overall scores regarding metacognition level and problem solving skill level.

Keywords

Metacognition, Problem Solving, University Students

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