INVESTIGATION OF THE EXTENT TO WHICH METACOGNITION ANDEPISTEMOLOGICALBELIEFSPREDICTPROSPECTIVE TEACHERS’ ENTREPRENEURIAL DISPOSITI

Abstract

Learning is a process of thinking in which the most significant construct is individuals’ awareness of their own learning and their own learning process, in other words, of their own metacognition capacity. This prediction study aimed at identifying the relationship between entrepreneurial dispositions and metacognition, and epistemological beliefs that teachers should possess. In line with this, the study focused on the extent to which pre-service teachers’ entrepreneurialdispositionswerepredictedbythevariablesofmetacognitionand epistemological beliefs. The participants comprised 516 prospective teachers in a public university in Turkey. The study adopted the correlational research design, and utilised linear regression analyses for the data collected via Metacognition, Epistemological Beliefs, and Entrepreneurial Dispositions Scales. The results of the analyses indicated that “planning”sub-dimension of the metacognition scale and “Learning depends on ability”and “Learning depends on effort”sub-dimensionsoftheepistemologicalbeliefsscalepredicted entrepreneurialdispositions,positivelyandsignificantly.Ontheotherhand,neither “organization”sub-dimension of the former nor“There is only one unchanging truth” sub-dimension of the latter scale was not able to predict entrepreneurial dispositions