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


Yerdelen-Damar S. , PEŞMAN H.

JOURNAL OF EDUCATIONAL RESEARCH, vol.106, no.4, pp.280-289, 2013 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 106 Issue: 4
  • Publication Date: 2013
  • Doi Number: 10.1080/00220671.2012.692729
  • Title of Journal : JOURNAL OF EDUCATIONAL RESEARCH
  • Page Numbers: pp.280-289

Abstract

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.