Relating Elementary School Students' Socioeconomic Status (SES) and Gender to Their Epistemological Beliefs and Metacognitive Skills: An International Perspective

Yılmaz Tüzün Ö., Topçu M. S.

The American Educational Research Association (AERA), Illinois, United States Of America, 9 - 13 April 2007, pp.1

  • Publication Type: Conference Paper / Summary Text
  • City: Illinois
  • Country: United States Of America
  • Page Numbers: pp.1
  • Middle East Technical University Affiliated: Yes


The purpose of this study was to relate elementary school students’ SES and gender to their epistemological beliefs and metacognitive skills. The surveys were administered to 315 students enrolled in 4th and 5th grades and 626 students enrolled in 6th through 8th grades of seven elementary schools located in urban and rural regions of Ankara. According to explanatory factor analysis results, four factors were determined as innate ability, quick learning, simple knowledge, and certain knowledge for the 4th and 5th grades and for the 6th to 8th grade students. Multiple regression analysis results explaining relationships among elementary school students’ epistemological beliefs, and metacognitive skills with SES and gender for 4th and 5th, and 6th through 8th grade students were indicated.