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Investigating the Relationship between University Students' Classroom Engagement and Metacognitive Awareness

Bülent Döş*, Asli Eraslan**

*-** Department of Educational Sciences, Gaziantep University Nizip Faculty of Education, Gaziantep, Turkey.

Periodicity:April - June'2024
DOI : https://doi.org/10.26634/jpsy.17.4.20635

Abstract

Metacognitive awareness is an important condition that affects many important skills such as academic success, critical thinking, creative thinking, and classroom engagement in classes. Classroom engagement is a situation that increases the success of students, who actively participates in the lessons, contributes to the lessons, and contributes to active listening cognitively, emotionally and behaviorally. This research is designed in correlational research model and aims to reveal the relationship between metacognitive awareness and classroom engagement. The research was carried out by cluster sampling method in Gaziantep University Education Faculties and BESYO colleges. 289 university students participated in the study. As a result of the research, it was revealed that there is a moderate to high relationship between university students' participation in classes and their metacognitive awareness. Regression analysis revealed that metacognitive awareness explained 44% of the variance in classroom engagement scores. Monitoring skill, one of the sub-dimensions of metacognitive awareness, was one of the factors that best explained students' engagement in the classroom.

Keywords

Classroom Engagement, Metacognitive Awareness, University Students, Correlational Research, Regression Analysis.

How to Cite this Article?

Döş, B., and Eraslan, A. (2024). Investigating the Relationship between University Students' Classroom Engagement and Metacognitive Awareness. i-manager’s Journal on Educational Psychology, 17(4), 13-25. https://doi.org/10.26634/jpsy.17.4.20635

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