The Predictive Power of Students' Metacognition and Perceptions of Instructional Competencies of Instructors on Academic Life Satisfaction

Zeynep Ayvaz-tuncel; İbrahim Tuncel

Makale detayları

The Predictive Power of Students' Metacognition and Perceptions of Instructional Competencies of Instructors on Academic Life Satisfaction

Yazarlar:

Zeynep Ayvaz-tuncel | İbrahim Tuncel

Yayıncı:

Kafkas University

Ana Başlıklar:

Teacher and Student Wellbeing | Specialist Studies in Education (Other)

Dergi:

e-Kafkas Journal of Educational Research Vol.11 Issue 3, pp.364-377

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001324838

pISSN:

2148-8940

Anahtar kelimeler:

Özet:

 Change and development in university education is shaped by a complex interplay of environmental factors and individual efforts. Students awareness of their cognitions, the instructors they interact with, and their qualifications play an essential role in this development and change process and determine academic life satisfaction. This study aims to assess the metacognitive skill perception of university students and their perceptions of instructors instructional competencies and to reveal the predictive power of these two variables on academic life satisfaction. The practical implications of this study can empower educators and students to enhance academic life satisfaction. Based on the relational survey model, the data were obtained from 405 students at the Faculty of Humanities and Social Sciences at a state university in Turkiye. Academic Life Satisfaction Scale, Metacognitive Skill Perceptions Scale, and Instructors Instructional Competence Scale were used to collect data. In the data analysis, the Pearson Product Moment Correlation coefficient was calculated to examine the relationship between the scores obtained from the scales. Hierarchical Regression Analysis was used to solve the sub-problems related to prediction. The hierarchical regression included the students achievement perception as a control variable. As a result of the data analysis, it was identified that there was a moderate positive significant relationship between students academic life satisfaction and their perception of instructors instructional competencies and metacognitive skill perception levels. When the students achievement perceptions were controlled, it was determined that metacognitive skill perception explained 15 of academic life satisfaction. When achievement perception and metacognitive skill perception were controlled, it was found that the perception of the instructors instructional competence explained 10 of academic life satisfaction. Based on the research findings, it was concluded that the effect of students metacognitive skill perception on academic life satisfaction was higher than their perceptions of the instructors instructional competence.

 Change and development in university education is shaped by a complex interplay of environmental factors and individual efforts. Students awareness of their cognitions, the instructors they interact with, and their qualifications play an essential role in this development and change process and determine academic life satisfaction. This study aims to assess the metacognitive skill perception of university students and their perceptions of instructors instructional competencies and to reveal the predictive power of these two variables on academic life satisfaction. The practical implications of this study can empower educators and students to enhance academic life satisfaction. Based on the relational survey model, the data were obtained from 405 students at the Faculty of Humanities and Social Sciences at a state university in Turkiye. Academic Life Satisfaction Scale, Metacognitive Skill Perceptions Scale, and Instructors Instructional Competence Scale were used to collect data. In the data analysis, the Pearson Product Moment Correlation coefficient was calculated to examine the relationship between the scores obtained from the scales. Hierarchical Regression Analysis was used to solve the sub-problems related to prediction. The hierarchical regression included the students achievement perception as a control variable. As a result of the data analysis, it was identified that there was a moderate positive significant relationship between students academic life satisfaction and their perception of instructors instructional competencies and metacognitive skill perception levels. When the students achievement perceptions were controlled, it was determined that metacognitive skill perception explained 15 of academic life satisfaction. When achievement perception and metacognitive skill perception were controlled, it was found that the perception of the instructors instructional competence explained 10 of academic life satisfaction. Based on the research findings, it was concluded that the effect of students metacognitive skill perception on academic life satisfaction was higher than their perceptions of the instructors instructional competence.

 Change and development in university education is shaped by a complex interplay of environmental factors and individual efforts. Students awareness of their cognitions, the instructors they interact with, and their qualifications play an essential role in this development and change process and determine academic life satisfaction. This study aims to assess the metacognitive skill perception of university students and their perceptions of instructors instructional competencies and to reveal the predictive power of these two variables on academic life satisfaction. The practical implications of this study can empower educators and students to enhance academic life satisfaction. Based on the relational survey model, the data were obtained from 405 students at the Faculty of Humanities and Social Sciences at a state university in Turkiye. Academic Life Satisfaction Scale, Metacognitive Skill Perceptions Scale, and Instructors Instructional Competence Scale were used to collect data. In the data analysis, the Pearson Product Moment Correlation coefficient was calculated to examine the relationship between the scores obtained from the scales. Hierarchical Regression Analysis was used to solve the sub-problems related to prediction. The hierarchical regression included the students achievement perception as a control variable. As a result of the data analysis, it was identified that there was a moderate positive significant relationship between students academic life satisfaction and their perception of instructors instructional competencies and metacognitive skill perception levels. When the students achievement perceptions were controlled, it was determined that metacognitive skill perception explained 15 of academic life satisfaction. When achievement perception and metacognitive skill perception were controlled, it was found that the perception of the instructors instructional competence explained 10 of academic life satisfaction. Based on the research findings, it was concluded that the effect of students metacognitive skill perception on academic life satisfaction was higher than their perceptions of the instructors instructional competence.

 Change and development in university education is shaped by a complex interplay of environmental factors and individual efforts. Students awareness of their cognitions, the instructors they interact with, and their qualifications play an essential role in this development and change process and determine academic life satisfaction. This study aims to assess the metacognitive skill perception of university students and their perceptions of instructors instructional competencies and to reveal the predictive power of these two variables on academic life satisfaction. The practical implications of this study can empower educators and students to enhance academic life satisfaction. Based on the relational survey model, the data were obtained from 405 students at the Faculty of Humanities and Social Sciences at a state university in Turkiye. Academic Life Satisfaction Scale, Metacognitive Skill Perceptions Scale, and Instructors Instructional Competence Scale were used to collect data. In the data analysis, the Pearson Product Moment Correlation coefficient was calculated to examine the relationship between the scores obtained from the scales. Hierarchical Regression Analysis was used to solve the sub-problems related to prediction. The hierarchical regression included the students achievement perception as a control variable. As a result of the data analysis, it was identified that there was a moderate positive significant relationship between students academic life satisfaction and their perception of instructors instructional competencies and metacognitive skill perception levels. When the students achievement perceptions were controlled, it was determined that metacognitive skill perception explained 15 of academic life satisfaction. When achievement perception and metacognitive skill perception were controlled, it was found that the perception of the instructors instructional competence explained 10 of academic life satisfaction. Based on the research findings, it was concluded that the effect of students metacognitive skill perception on academic life satisfaction was higher than their perceptions of the instructors instructional competence.

Makale detayları

The Predictive Power of Students' Metacognition and Perceptions of Instructional Competencies of Instructors on Academic Life Satisfaction

Yazarlar: Zeynep Ayvaz-tuncel | İbrahim Tuncel

Yayıncı: Kafkas University

Ana Başlıklar: Teacher and Student Wellbeing | Specialist Studies in Education (Other)

Dergi: e-Kafkas Journal of Educational Research Vol.11 Issue 3, pp.364-377

Belge Tipi: Makale

Yayın Tarihi: 8/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001324838

pISSN: 2148-8940

Metacognition

instructional competence

academic life satisfaction

Sayı

Yazarlar:

Zeynep Ayvaz-tuncel | İbrahim Tuncel

Yayıncı:

Kafkas University

Ana Başlıklar:

Teacher and Student Wellbeing | Specialist Studies in Education (Other)

Dergi:

e-Kafkas Journal of Educational Research Vol.11 Issue 3, pp.364-377

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001324838

pISSN:

2148-8940