Metacognition, Study Habits and Attitudes

Memiş, Aysel; Özsoy, Gökhan; Temur, Turan

dc.contributor.author	Memiş, Aysel
dc.contributor.author	Özsoy, Gökhan
dc.contributor.author	Temur, Turan
dc.date.accessioned	2022-08-16T07:46:02Z
dc.date.available	2022-08-16T07:46:02Z
dc.date.issued	2009
dc.identifier.citation	International Electronic Journal of Elementary Education Vol. 2, Issue 1, October, 2009	en_US
dc.identifier.uri	http://earsiv.odu.edu.tr:8080/xmlui/handle/11489/1760
dc.description.abstract	This study is conducted to investigate the relationship between fifth grade students’ metacognition levels, and their study habits and attitudes. Participants of the study consist of 221 students, 125 female and 96 male, enrolling to six public primary schools in Turkey. The results revealed that there is a medium positive relationship between metacognitive knowledge and skills and study habits (r = .351, p < .05), study attitudes (r = .415, p < .05) and study orientation (r = .434, p < .05). Additionally, the results of the study showed that there is no significant relationship between metacognition and study habits and attitudes for low and medium achievers but, there is a significant relationship for high achievers.	en_US
dc.language.iso	eng	en_US
dc.publisher	International Electronic Journal of Elementary Education	en_US
dc.rights	info:eu-repo/semantics/openAccess	en_US
dc.subject	Metacognition	en_US
dc.subject	Study Attitudes	en_US
dc.subject	Study Habits	en_US
dc.subject	Study Orientation	en_US
dc.title	Metacognition, Study Habits and Attitudes	en_US
dc.type	article	en_US
dc.contributor.department	Ordu Üniversitesi	en_US