Predicting Students' Critical Thinking Dispositions in Science through Their Perceptions of Constructivist Learning Environments and Metacognitive Self-Regulation Strategies: A Mediation Analysis

Autor/inn/en	Dökmecioglu, Bircan; Tas, Yasemin; Yerdelen, Sündüs
Titel	Predicting Students' Critical Thinking Dispositions in Science through Their Perceptions of Constructivist Learning Environments and Metacognitive Self-Regulation Strategies: A Mediation Analysis
Quelle	In: Educational Studies, 48 (2022) 6, S.809-826 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tas, Yasemin) ORCID (Yerdelen, Sündüs)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2020.1833838
Schlagwörter	Foreign Countries; Grade 7; Critical Thinking; Thinking Skills; Personality; Middle School Students; Science Education; Social Cognition; Constructivism (Learning); Educational Environment; Metacognition; Self Management; Prediction; Cognitive Tests; Turkey; Watson Glaser Critical Thinking Appraisal + Suchen Sie Ihr Suchwort? Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Kritisches Denken; Denkfähigkeit; Personalität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Naturwissenschaftliche Bildung; Soziale Kognition; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstmanagement; Vorhersage; Kognitiver Fähigkeitstest; Türkei
Abstract	This study investigated the mediator role of metacognitive self-regulation strategies in the relationship between students' perceptions of constructivist learning environments and critical thinking dispositions in science. The data were collected through self-report questionnaires from 678 Turkish seventh-grade students. Path analysis showed that students' perceptions of constructivist learning environments and use of metacognitive self-regulation strategies positively predicted their critical thinking dispositions. Moreover, students who reported high levels of constructivist learning environment perceptions also reported using more metacognitive self-regulation strategies. Mediation analysis indicated that metacognitive self-regulation strategies mediated the relationship between constructivist learning environment perceptions and critical thinking dispositions. Findings of the study highlight the importance of constructivist features of the learning environment and metacognitive self-regulation strategies in students' critical thinking dispositions in science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01