The contribution of cognitive and metacognitive strategy use to students' science achievement

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dc.contributor.authorAkyo, Gülsüm
dc.contributor.authorSungur, Semra
dc.contributor.authorTekkaya, Ceren
dc.date.accessioned13.07.201910:50:10
dc.date.accessioned2019-07-16T08:24:03Z
dc.date.available13.07.201910:50:10
dc.date.available2019-07-16T08:24:03Z
dc.date.issued2010
dc.departmentEğitim Fakültesi
dc.description.abstractThis study examined the differences in the level of 7th-grade Turkish students' cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) in science and investigated the contribution of cognitive and metacognitive strategy use to students' science achievement. The present study also explored the relationships between students' background characteristics (gender, prior knowledge, socioeconomic status) and their cognitive and metacognitive strategy use and science achievement. The statistical analyses revealed significant differences in the level of students' cognitive and metacognitive strategy use scores. Besides, elaboration, organization, and metacognitive self-regulation strategy use were found to make a significant contribution to students' science achievement. Moreover, prior knowledge, parents' educational level, number of reading materials at home, frequency of buying a daily newspaper, presence of a separate study room, and presence of a computer with internet connection at home were significantly associated with cognitive and metacognitive strategy use and science achievement. © 2010 Taylor & Francis.
dc.identifier.doi10.1080/13803611003672348
dc.identifier.endpage21en_US
dc.identifier.issn1380-3611
dc.identifier.issue1en_US
dc.identifier.scopusqualityQ2
dc.identifier.startpage1en_US
dc.identifier.urihttps://dx.doi.org/10.1080/13803611003672348
dc.identifier.urihttps://hdl.handle.net/20.500.12451/2863
dc.identifier.volume16en_US
dc.indekslendigikaynakScopus
dc.language.isoen
dc.relation.ispartofEducational Research and Evaluation
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectCognitive Strategy Use
dc.subjectMetacognitive Self Regulation
dc.subjectScience Achievement
dc.subjectSocioeconomic Status
dc.titleThe contribution of cognitive and metacognitive strategy use to students' science achievement
dc.typeArticle

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