Validation of Junior Metacognitive Awareness Inventory (Jr. MAI) and Investigation of the Effect of Achievement on Metacognitive Skills of Elementary School Students

Yılmaz Tüzün Ö. , Topçu M. S.

The National Association for Research in Science Teaching (NARST), California, Amerika Birleşik Devletleri, 15 - 18 Nisan 2007, ss.356

  • Basıldığı Şehir: California
  • Basıldığı Ülke: Amerika Birleşik Devletleri
  • Sayfa Sayıları: ss.356


The purpose of this study was to validate of Turkish version of Jr. MAI and to explore the effect of achievement on elementary school students’ metacognitive skills. The Jr. MAI was administered to 315 students enrolled in fourth and fi fth grades and 626 students enrolled in sixth, seventh, and eight grades of seven elementary schools. Exploratory factor analysis revealed two factors -knowledge of cognition, and regulation of cognitionfor the 4th and 5th, and 6th through 8th grade students. MANOVA analysis revealed expected trend among 4th and 5th students’ achievement and their metacognitive skills. When students’ success in science increased their metacognitive skills were improved. The results of MANOVA for 6th through 8th grades showed parallel fi ndings with 4th and 5th grade students related to achievement and metacognitive skills that when students’ success in science increased their metacognitive skills were also improved.