Relations of Gender and Socioeconomic Status to Physics Through Metacognition and Self-Efficacy
JOURNAL OF EDUCATIONAL RESEARCH, cilt.106, sa.4, ss.280-289, 2013 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 106 Sayı: 4
- Basım Tarihi: 2013
- Doi Numarası: 10.1080/00220671.2012.692729
- Dergi Adı: JOURNAL OF EDUCATIONAL RESEARCH
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
- Sayfa Sayıları: ss.280-289
- Van Yüzüncü Yıl Üniversitesi Adresli: Evet
Özet
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.