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Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2025 / Cilt: 40 Sayı: 4

Metacognitive Awareness and Critical Thinking Disposition of Pre-Service Teachers: A Structural Equation Modeling

Fatma Şehkar Fayda Kınık(ISTANBUL TECHNICAL UNIVERSITY)0000-0001-6563-4504
Pages
262–279
Publication Date
2025-10-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

According to the results of descriptive analyses, the overall level of the pre-service teachers’ self-perceived metacognitive awareness was found high; the organizational awareness of the pre-service teachers was at the highest level whereas their level of judgmental awareness was the lowest, and the overall level of their self-perceived disposition to CT was calculated as high.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Metacognition supports pre-service teachers' critical thinking (CT) processes because higher levels of metacognitive awareness of pre-service teachers increase their disposition to CT.
📊
Key Findings & Data:In the quantitatively designed study, the “Metacognitive Awareness Scale” and the adapted version of the “Critical Thinking Disposition Scale” were conducted on 305 pre-service teachers studying in the faculty of education in different universities in Türkiye.
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Conclusion & Impact:According to the results of descriptive analyses, the overall level of the pre-service teachers’ self-perceived metacognitive awareness was found high; the organizational awareness of the pre-service teachers was at the highest level whereas their level of judgmental awareness was the lowest, and the overall level of their self-perceived disposition to CT was calculated as high.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Pre-service teachers · metacognitive awareness · critical thinking disposition

Abstract

Metacognition supports pre-service teachers' critical thinking (CT) processes because higher levels of metacognitive awareness of pre-service teachers increase their disposition to CT. This research aims to examine pre-service teachers' metacognitive awareness in terms of self-, organizational, and judgmental dimensions, to measure their CT disposition in engagement, cognitive maturity, and innovativeness, and to qualify the relationship between metacognitive awareness and disposition to CT of pre-service teachers. In the quantitatively designed study, the “Metacognitive Awareness Scale” and the adapted version of the “Critical Thinking Disposition Scale” were conducted on 305 pre-service teachers studying in the faculty of education in different universities in Türkiye. According to the results of descriptive analyses, the overall level of the pre-service teachers’ self-perceived metacognitive awareness was found high; the organizational awareness of the pre-service teachers was at the highest level whereas their level of judgmental awareness was the lowest, and the overall level of their self-perceived disposition to CT was calculated as high. The results of structural equation modeling analyses indicated that as the level of metacognitive awareness of pre-service teachers increases, their disposition to CT increases. Self- and organizational awareness exerted no significant influence on engagement, cognitive maturity, or innovativeness, while judgmental awareness had a significant positive effect on engagement but not on cognitive maturity or innovativeness.

Özet

Metacognition supports pre-service teachers' critical thinking (CT) processes because higher levels of metacognitive awareness of pre-service teachers increase their disposition to CT. This research aims to examine pre-service teachers' metacognitive awareness in terms of self-, organizational, and judgmental dimensions, to measure their CT disposition in engagement, cognitive maturity, and innovativeness, and to qualify the relationship between metacognitive awareness and disposition to CT of pre-service teachers. In the quantitatively designed study, the “Metacognitive Awareness Scale” and the adapted version of the “Critical Thinking Disposition Scale” were conducted on 305 pre-service teachers studying in the faculty of education in different universities in Türkiye. According to the results of descriptive analyses, the overall level of the pre-service teachers’ self-perceived metacognitive awareness was found high; the organizational awareness of the pre-service teachers was at the highest level whereas their level of judgmental awareness was the lowest, and the overall level of their self-perceived disposition to CT was calculated as high. The results of structural equation modeling analyses indicated that as the level of metacognitive awareness of pre-service teachers increases, their disposition to CT increases. Self- and organizational awareness exerted no significant influence on engagement, cognitive maturity, or innovativeness, while judgmental awareness had a significant positive effect on engagement but not on cognitive maturity or innovativeness.

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Cite This Article

Kınık, F. Ş. F. (2025). Metacognitive Awareness and Critical Thinking Disposition of Pre-Service Teachers: A Structural Equation Modeling. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 40 Sayı: 4, 262–279. https://doi.org/10.16986/hunefd.1705937

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