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Predicting undergraduate students’ metacognitive skills with self-construal
(Predicting undergraduate students’ metacognitive skills with self-construal )

Author : Bahadır Özcan   - Tahsin Fırat  
Type :
Printing Year : 2019
Number : 1
Page : 308-318
174    250




This study aimed at determining whether university students’ metacognitive skills were predicted by self-construal. Study group of the research consisted of a total of 413 university students attending Faculty of Education. In this study conducted in correlational model, and “Metacognitive Awareness Scale” and “Six-fold Self-Construal Scale” were used to collect research data. As for data analysis, multiple regression analysis was used. Findings obtained from the research have revealed that, as university students’ knowledge and regulation of cognition, and total metacognitive scores increased, their relational vertical self, relational horizontal self, collective horizontal self, collective vertical self, humanistic self and personal self-construal scores increased. Besides personal self-construal was the most powerful predictor of total score obtained from knowledge and regulation of cognition, and metacognitive skills, it was followed by relational-vertical self-construal and humanistic self-construal (except knowledge of cognition). It was observed that relational-horizontal self, collective-horizontal self, and collective vertical self, the criterion variables, were not significantly predicted metacognitive skills. In conclusion, culture has an effect on metacognitive skills.

metacognition, knowledge of cognition, regulation of cognition, self-construal, undergraduate students

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