Izvorni znanstveni članak
https://doi.org/10.15516/cje.v21i4.3303
Unpacking the Roles of Metacognition and Theory of Mind in Turkish Undergraduate Students’ Academic Achievement: A Test of Two Mediation Models
UTKUN AYDIN
orcid.org/0000-0002-1380-5911
; Mathematics,College of Engineering and Technology, American University of the Middle EastP.O. Box 220 Dasman, 15453, Kuwait
MERİÇ ÖZGELDİ
orcid.org/0000-0002-4623-9397
; Mathematics and Science Education,Faculty of Education, Mersin University33110, Mersin, Turkey
Sažetak
This study investigated the relationships among metacognition, theory of mind,
and academic achievement using self-report measures. Cross-sectional data were
collected from 198 Turkish undergraduate students majoring in early childhood
education in a public university. Two mediation models were tested to investigate
the roles of theory of mind and metacognition in academic achievement. The
results demonstrated that (1) metacognition played a role in explaining the
relation between theory of mind and academic achievement, and (2) theory of
mind played a role in explaining the relation between metacognition and academic
achievement. This study contributes to research in two important ways. Firstly,
we have shown that metacognition and theory of mind significantly predicted
academic achievement. Secondly, both metacognition and theory of mind can be
regarded as partial mediators in explaining the relations among these constructs
that are linked to academic achievement. Educational implications and suggestions
for future research are discussed
Ključne riječi
academic achievement; mediation; metacognition; Reading the Mind in the Eyes Test; Theory of Mind
Hrčak ID:
235901
URI
Datum izdavanja:
19.12.2019.
Posjeta: 1.052 *