Relations of Gender and Socioeconomic Status to Physics Through Metacognition and Self-Efficacy

Yerdelen-Damar S. , PEŞMAN H.

JOURNAL OF EDUCATIONAL RESEARCH, cilt.106, ss.280-289, 2013 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 106 Konu: 4
  • Basım Tarihi: 2013
  • Doi Numarası: 10.1080/00220671.2012.692729
  • Sayfa Sayıları: ss.280-289


The authors explored how gender and socioeconomic status (SES) predicted physics achievement as mediated by metacognition and physics self-efficacy. Data were collected from 338 high school students. The model designed for exploring how gender and SES-related differences in physics achievement were explained through metacognition and physics self-efficacy was tested. The result showed that metacognition and physics self-efficacy could explain gender- and SES-related differences in physics achievement. In addition, it was observed that physics self-efficacy mediated the relation of metacognition to physics achievement whereas metacognition did not. This finding means that metacognition contributed to physics achievement through physics self-efficacy.