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Journals / IOJET / 2021 / Cilt: 8 - Sayı: 1

CHEMISTRYSELF-EFFICACYBELIEFSASPREDICTORSOFSTUDENTS' METACOGNITIVESKILLS WHEN SOLVING CHEMISTRY PROBLEMS

Sinem Dinçol Özgür
Journal
IOJET
Pages
132–147
Publication Date
2022-10-18
DOI
—
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AI Summary & Key Takeaways

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

The analyses also showedthat the levels of students’ metacognitive skills during problem solving predictedsolely the variable of “self-efficacy for cognitive skills (SCS)”, which meant18.7 % of the total variance

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This paper aims to explore (1) students’ chemistry self-efficacy beliefs and metacognitive skillsduring problem solving in chemistry, (2) a potential significant difference of chemistry self-efficacy beliefs and levels of metacognitive skills in accordance with subject fields and, (3) the level of chemistry self-efficacy beliefs as a predictor of metacognitive skills in the course of solving problems.
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Key Findings & Data:For the specified purposes, “Metacognitive Activities Inventory” and “College Chemistry Self-Efficacy Scale” were administered to 80 undergraduate students, majoring in the Departments of Chemistry and Chemistry Education.
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Conclusion & Impact:The analyses also showedthat the levels of students’ metacognitive skills during problem solving predictedsolely the variable of “self-efficacy for cognitive skills (SCS)”, which meant18.7 % of the total variance
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This paper aims to explore (1) students’ chemistry self-efficacy beliefs and metacognitive skillsduring problem solving in chemistry, (2) a potential significant difference of chemistry self-efficacy beliefs and levels of metacognitive skills in accordance with subject fields and, (3) the level of chemistry self-efficacy beliefs as a predictor of metacognitive skills in the course of solving problems. For the specified purposes, “Metacognitive Activities Inventory” and “College Chemistry Self-Efficacy Scale” were administered to 80 undergraduate students, majoring in the Departments of Chemistry and Chemistry Education. This study employed the correlational research model as a type of quantitative research design. The results of the study revealedthat students maintainedhigh levels of chemistry self-efficacy as well as metacognitive skills when solving problems in chemistry. Regarding their subject fields, it wasobserved that there was a significant difference merely in scores of “self-efficacy for psychomotor skills (SPS)” beliefs. The analyses also showedthat the levels of students’ metacognitive skills during problem solving predictedsolely the variable of “self-efficacy for cognitive skills (SCS)”, which meant18.7 % of the total variance

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Cite This Article

Özgür, S. D. (2022). CHEMISTRYSELF-EFFICACYBELIEFSASPREDICTORSOFSTUDENTS' METACOGNITIVESKILLS WHEN SOLVING CHEMISTRY PROBLEMS. IOJET, Cilt: 8 - Sayı: 1, 132–147. https://ajindex.com/articles/542200

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References (12)

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