The Relationship Between Metacognitive Awareness and Academic Self Efficacy Levels with Academic Achievement of Medical Students

Kübra Uyar Zekey; Meral Demirören

Makale detayları

The Relationship Between Metacognitive Awareness and Academic Self Efficacy Levels with Academic Achievement of Medical Students

Yazarlar:

Kübra Uyar Zekey | Meral Demirören

Yayıncı:

Akdeniz University

Ana Başlıklar:

Tıp Eğitimi

Dergi:

Akdeniz Tıp Dergisi Vol.11 Issue 3, pp.339-348

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001357301

pISSN:

2687-2781

Anahtar kelimeler:

Özet:

 Objective: Metacognitive awareness and academic self-efficacy are the basic concepts that affect academic achievement. Individuals who have their own study strategy, have sufficient motivation and also belief that they can succeed, have higher academic achievement. In this study, the relationship between metacognitive awareness and academic self-efficacy levels with academic achievement in medical students was analysed. Materials and Methods: The study utilized descriptive- relational screening model and 396 medical students were included in the study. Personal information form, metacognition scale and academic self-efficacy scale were used in the study. Results: As a result of the study, it was found that the scores of the students get from metacognition scale differed significantly and increased with age and class level p0.05. Metacognition scale scores of the students who voluntarily chose the medical school and did not fail the class, had high grades p0.05. Academic self-efficacy levels were higher in older students and those who graduated from Anatolian high school p0.05.The levels of metacognitive awareness and academic self-efficacy have been found to have a positive correlation with academic achievement p0.05. Conclusion: It has been determined that who have high metacognitive awareness and academic self-efficacy levels also have high academic achievement. In order to raise students with high academic achievement, curriculum arrangements should be made to develop students metacognitive awareness and academic self-efficacy.

 Objective: Metacognitive awareness and academic self-efficacy are the basic concepts that affect academic achievement. Individuals who have their own study strategy, have sufficient motivation and also belief that they can succeed, have higher academic achievement. In this study, the relationship between metacognitive awareness and academic self-efficacy levels with academic achievement in medical students was analysed. Materials and Methods: The study utilized descriptive- relational screening model and 396 medical students were included in the study. Personal information form, metacognition scale and academic self-efficacy scale were used in the study. Results: As a result of the study, it was found that the scores of the students get from metacognition scale differed significantly and increased with age and class level p0.05. Metacognition scale scores of the students who voluntarily chose the medical school and did not fail the class, had high grades p0.05. Academic self-efficacy levels were higher in older students and those who graduated from Anatolian high school p0.05.The levels of metacognitive awareness and academic self-efficacy have been found to have a positive correlation with academic achievement p0.05. Conclusion: It has been determined that who have high metacognitive awareness and academic self-efficacy levels also have high academic achievement. In order to raise students with high academic achievement, curriculum arrangements should be made to develop students metacognitive awareness and academic self-efficacy.

 Objective: Metacognitive awareness and academic self-efficacy are the basic concepts that affect academic achievement. Individuals who have their own study strategy, have sufficient motivation and also belief that they can succeed, have higher academic achievement. In this study, the relationship between metacognitive awareness and academic self-efficacy levels with academic achievement in medical students was analysed. Materials and Methods: The study utilized descriptive- relational screening model and 396 medical students were included in the study. Personal information form, metacognition scale and academic self-efficacy scale were used in the study. Results: As a result of the study, it was found that the scores of the students get from metacognition scale differed significantly and increased with age and class level p0.05. Metacognition scale scores of the students who voluntarily chose the medical school and did not fail the class, had high grades p0.05. Academic self-efficacy levels were higher in older students and those who graduated from Anatolian high school p0.05.The levels of metacognitive awareness and academic self-efficacy have been found to have a positive correlation with academic achievement p0.05. Conclusion: It has been determined that who have high metacognitive awareness and academic self-efficacy levels also have high academic achievement. In order to raise students with high academic achievement, curriculum arrangements should be made to develop students metacognitive awareness and academic self-efficacy.

 Amaç: Bilişüstü farkındalık ve akademik öz yeterlik, akademik başarıyı etkileyen temel kavramlardır. Kendi çalışma stratejisine ve yeterli güdülenmeye sahip olup başarabileceğine inanan bireylerin akademik başarıları da yüksek olmaktadır. Bu çalışmada, tıp fakültesi öğrencilerinde bilişüstü farkındalık ve akademik öz yeterlik düzeylerinin akademik başarı ile ilişkisi değerlendirilmiştir. Materyal ve Yöntem: Çalışma tanımlayıcı-ilişkisel tarama modeline göre gerçekleştirilmiş olup 396 tıp öğrencisi çalışmaya dahil edilmiştir. Kişisel bilgi formu, bilişüstü farkındalık ölçeği ve akademik öz yeterlik ölçeği çalışmada kullanılmıştır. Bulgular: Çalışmanın sonucunda, öğrencilerin bilişüstü farkındalık ölçeğinden aldıkları puanların yaş ve sınıf düzeyi ile önemli ölçüde farklılaştığı ve yaş ilerledikçe arttığı bulunmuştur p0.05. Tıp fakültesini isteyerek seçen ve sınıf tekrarı olmayan öğrencilerin bilişüstü farkındalık ölçeği puanları daha yüksektir p0.05. Akademik öz yeterlik düzeyleri ileri yaşta olan öğrencilerde ve anadolu lisesinden mezun olanlarda daha yüksektir p0.05. Bilişüstü farkındalık düzeyleri ve akademik öz yeterlik düzeylerinin akademik başarıyla pozitif korelasyonu bulunmuştur p0.05. Sonuç: Yüksek bilişüstü farkındalık ve akademik öz yeterlik düzeyine sahip olanların yüksek akademik başarıya sahip olduğu belirlenmiştir. Akademik başarısı yüksek düzeyde öğrencilerin yetiştirilmesi için öğrencilerin bilişüstü farkındalıklarını ve akademik öz yeterliklerini geliştirmeye yönelik eğitim programı düzenlemeleri yapılmalıdır.

Makale detayları

The Relationship Between Metacognitive Awareness and Academic Self Efficacy Levels with Academic Achievement of Medical Students

Yazarlar:

Kübra Uyar Zekey | Meral Demirören

Yayıncı:

Akdeniz University

Ana Başlıklar:

Tıp Eğitimi

Dergi:

Akdeniz Tıp Dergisi Vol.11 Issue 3, pp.339-348

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001357301

pISSN:

2687-2781

metacognitive awareness

academic self efficacy

academic achievement

medical studentbililşüstü farkındalık

akademik öz yeterlik

akademik başarı

tıp fakültesi öğrencisi

Sayı

Makale detayları

Yazarlar: Kübra Uyar Zekey | Meral Demirören

Yayıncı: Akdeniz University

Ana Başlıklar: Tıp Eğitimi

Dergi: Akdeniz Tıp Dergisi Vol.11 Issue 3, pp.339-348

Belge Tipi: Makale

Yayın Tarihi: 9/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001357301

pISSN: 2687-2781

Sayı

Yazarlar:

Kübra Uyar Zekey | Meral Demirören

Yayıncı:

Akdeniz University

Ana Başlıklar:

Tıp Eğitimi

Dergi:

Akdeniz Tıp Dergisi Vol.11 Issue 3, pp.339-348

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001357301

pISSN:

2687-2781