Original article | Open Access
International Journal of Progressive Education 2019, Vol. 15(5) 131-148
An Investigation of Metacognition, Self-Regulation and Social Intelligence Scales’ Level of Predicting Pre-Service Teachers’ Lifelong Learning Trends
pp. 131 - 148 | DOI: https://doi.org/10.29329/ijpe.2019.212.10
Publish Date: October 16, 2019 | Number of Views: 1007 | Number of Download: 1801
Abstract
In this study is the identification of the relationships between metacognition, self-regulation, social intelligence, lifelong learning trends which should be possessed by teachers in this regard, the general purpose of this study is to explore how much pre-service teachers’ lifelong learning trends are predicted by metacognition, self-regulation, social intelligence variables. The study was designed according to procedural model in relational screening method. The study was conducted with 443 2nd and 4th year pre-service teachers who were enrolled in Kafkas and Çukurova University Education Faculty, Pre-school Teaching Department and Classroom Teaching Department. Multiple regression analysis was performed for the analysis of the data collected using the Metacognition Scale, Self-regulated Learning Scale based on Zimmerman’s Model, Social Intelligence Scale, Lifelong Learning Trends Scale. Analysis results showed that total scores of the Lifelong Learning Trends Scale were significantly predicted by the Self-reflection subscale of Self-Regulated Learning Scale and by the Social Knowledge, Social Skill, Social Awareness subscales of the Tromso Social Intelligence Scale; motivation subscale was significantly predicted by the Forethought, Self-Reflection subscales of the Self-Regulation Scale, Social Knowledge, Social Skill subscales of the Tromso Social Intelligence Scale.
Keywords: Lifelong learning, Metacognition, Self-regulated, Social intelligence
APA 7th edition
Demir, O., & Doganay, A. (2019). An Investigation of Metacognition, Self-Regulation and Social Intelligence Scales’ Level of Predicting Pre-Service Teachers’ Lifelong Learning Trends. International Journal of Progressive Education, 15(5), 131-148. https://doi.org/10.29329/ijpe.2019.212.10
Harvard
Demir, O. and Doganay, A. (2019). An Investigation of Metacognition, Self-Regulation and Social Intelligence Scales’ Level of Predicting Pre-Service Teachers’ Lifelong Learning Trends. International Journal of Progressive Education, 15(5), pp. 131-148.
Chicago 16th edition
Demir, Ozden and Ahmet Doganay (2019). "An Investigation of Metacognition, Self-Regulation and Social Intelligence Scales’ Level of Predicting Pre-Service Teachers’ Lifelong Learning Trends". International Journal of Progressive Education 15 (5):131-148. https://doi.org/10.29329/ijpe.2019.212.10
- Akbaş, O. & Özdemir, S. M. (2002). Lifelong learning in the European Union. Journal of National Education, 155-156. [Google Scholar]
- Akkoyunlu, B.(2008). Information Literacy and Lifelong Learning. Retrieved from http://www.ariokullari.k12.tr/library/egitim/bilgi-okuryazarligi/ [Google Scholar]
- Albrecht, K. (2006). Social intelligence: new science of success. Implementation of the human relations theory of multiple intelligences. Translated by: Selda Göktan, Istanbul: Timaş Press, I. Printing. [Google Scholar]
- Azevedo R. (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: a discussion. Metacognition and Learning, 4(1), 87-95. [Google Scholar]
- Bacow T.L., Pincus D. B., Ehrenreich J.T., Brody L. R. (2009), The metacognitions questionnaire for children: development and validation in a clinical sample of children and adolescents with anxiety disorders. J Anxiety Disord, 23(6):727–36. DOİ:10.1016. [Google Scholar]
- Bingham, G., Holbrook, T., & Meyers, L. E. (2010). Using self-assessments in elementary classrooms. Phi Delta Kappa International, 91(5), 59–61. [Google Scholar]
- Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. [Google Scholar]
- Boekaerts M. & Niemivirta, M. (2005). Handbook of Self Regulation. Monque Boekaerts, Paul R. Pintrich, & Moshe Zeidner (Ed.), Self-regulated learning: finding a balance between learning goals and ego-protective goals (pp. 417–450). San Diego CA: Academic Press. [Google Scholar]
- Breivik, P. (2000). Information Literacy and Lifelong Learning: The Magical Partnership. Lifelong Learning Conference (pp.1-6). Yeppoon, Queensland, Australia. Retrieved from http://acquire.cqu.edu.au:8080 [Google Scholar]
- Carreras, M. R., P. Braza, J. M. Muñoz, F. Braza, A. Azurmendi, E. Pascual-Sagastizabal, J. Cardas & J. R. Sánchez-Martin. (2014). Aggression and prosocial behaviors in social conflicts mediating the influence of cold social intelligence and affective empathy on children’s social preference. Scandinavian Journal of Psychology, 55, 371–379. [Google Scholar]
- Cedefop. (2008). Terminology of European Education and Traning Policy. Office for Official Publications of The European Communities. Luxembourg. Commission Of The European Communities (2001), European commision white paper a new impetus for european youth, 33-35. Retrieved from http://aei.pitt.edu/1186/1/youth_wp_COM_2001_68 . [Google Scholar]
- Delors, J. (1996). Education: The Necessary Utopia. Retrieved from http://www.unesco.org/education/pdf/DELOR2_E.PDF . [Google Scholar]
- Demirel, M. (2009). Lifelong Learning and Technology, 9th. International Educational Technology Conference (IETC), Hacettepe University, Ankara. State Planning Organization. Special Commission Report. Retrieved from http://ekutup.dpt.gov.tr/egitim/oik584.pdf Accessed 24 March 2018. [Google Scholar]
- Diker Coşkun, Y. (2009). Investigation of Some Variables Lifelong Learning Trends of University Students. (Unpublished PhD thesis). Ankara: Institute of Social Sciences of Hacettepe University. [Google Scholar]
- Duckworth, A. L. & Quınn, P. D. (2009). Development and validation of the Short Grit Scale (grit-s). Journal of Personality Assessment, 91(2), 166-174. [Google Scholar]
- Duckworth, A. L., Peterson, C., Matthews, M. D. & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. [Google Scholar]
- Eryılmaz, A. & Mammadov, M. (2017). Development of self-regulated learning scale based on Zimmerman's Model. Ines Journal, 4(10), s.79-93. [Google Scholar]
- Gaile, J. & Adams, C. (2018). Metacognition in speech and language therapy for children with social (pragmatic) communication disorders: implications for a theory of therapy. Internatıonal Journal of Language & Communıcatıon Dısorders, 53 (1), 55-69. [Google Scholar]
- Goleman, D. (2014). Social intelligence, 4th Edition, Asset Publications. [Google Scholar]
- Hampel, S., Weis, S., Hiller, W. & Witthöft, M. (2011). The relations between social anxiety and social intelligence: a latent variable analysis. J Anxiety Disord, 25 (4), 545-553. [Google Scholar]
- Höp, (2007-2013). Lifelong Learning Program Reference. Retrieved from http://www.ua.gov.tr/docs/hayatboyu%C3%B6%C4%9Frenme/llp_basvuru_kilavuzu1.pdf?sfvrsn=0 [Google Scholar]
- Hudesman, B. J., Crosby, S., Flugman, B., Issac, S., Everson, H., & Clay, D. B. (2013). Using formative assessment and metacognition to improve student achievement. Journal of Developmental Education, 37(1), 2–13. [Google Scholar]
- Kihlstrom, J. F., & Cantor, N. (2000). Social intelligence. In R. J. Sternberg (Ed.), Handbook of intelligence (pp. 359-379). New York: Cambridge University Press. [Google Scholar]
- Kim, J. H (2018). The effect of metacognitive monitoring feedback on performance in a computer-based training simulation. Applied Ergonomics, 67, 193–202. [Google Scholar]
- Klamma, R., Chatti, M. A., Duval, E., Hummel, H, Hvannberg, E. T, Kravcik, M., Law, E., Naeve, A., & Scott, P. (2007). Social software for life-long learning. Educational Technology & Society, 10(3), 72-83. [Google Scholar]
- Knapper, C. & Cropley, A. (2000). Lifelong learning in higher education. London: Kogan Page. [Google Scholar]
- Li M., Zheng C., Liang J. C., Zhang Y. & Tsai C. C. (2018). Conceptions, self-regulation, and strategies of learning science among chinese high school students. Int J of Sci and Math Educ., 16, 69–87. [Google Scholar]
- Mayes, R. (2013). Life-long learning and social responsibility obligations. International Association for Development of the Information Society, 381-384. [Google Scholar]
- Ng, K.-Y., Van Dyne, L., & Ang, S. (2009). From experience to experiential learning: cultural intelligence as a learning capability for global leader development. Academy of Management Learning & Education, 8(4), 511–526. [Google Scholar]
- Pintrich, P. R. (2000). The Role Of Goal Orientation In Self-Regulated Learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-regulation (pp. 451–502). San Diego, CA: Academic Press. [Google Scholar]
- Renner, B. (2006). Curiosity about people: the development of a social curiosity measure in adults. Journal of Personality Assessment, 83(3), 305-316. [Google Scholar]
- Ryan, A. M., & Shin, H. (2011). Help-seeking tendencies during early adolescence: An examination of motivational correlates and consequences for achievement. Learning and Instruction, 21, 247-256. [Google Scholar]
- Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111-139. [Google Scholar]
- Sha, L., Looi, C. K., Chen, W. L., Seow, P., & Wong, L. H. (2012). Recognizing and measuring self-regulated learning in a mobile learning environment. Computers in Human Behavior, 28(2), 718-728. [Google Scholar]
- Silvera, D., Martinussen, M., & Dahl, T. I. (2001). The Tromso Social Intelligence Scale, a self-report measure of social intelligence. Scandinavian Journal of Psychology, 42(4), 313-331. [Google Scholar]
- Şenyuva, E. (2013). Lifelong learning in nursing: perceptions and facts. Florence Nightingale Journal of Nursing, 21(1), 69-75. [Google Scholar]
- Tan, C. L. & Morris, J. S. (2006). Undergraduate college students, laptop computers, and lifelong learning. The Journal of General Education, 54(4), 316-338. [Google Scholar]
- Yasser A. Al-Hilawani (2018). Reflection on metacognition in real life situations: the truth is out there. Reflective Practice, 19:1, 135-144. [Google Scholar]
- Yüksel, G. (1998). The Turkish version of social skill inventory: validity and reliability studies. Psychological Counseling and Guidance Journal, 2(9), 39-48. [Google Scholar]
- Weis, S. & Suess, H. M. (2007). Reviving the search for social intelligence – A multitrait-multimethod study of its structure and construct validity. Personality and Individual Differences, 42, 3–14. [Google Scholar]
- Winne, P.H.(2018). Theorizing and researching levels of processing in self-regulated learning. British Journal of Educational Psychology, 88, 9–20. [Google Scholar]
- Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. [Google Scholar]
- Zimmerman, B. J. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects, American Educational Research Journal, 45(1), 166-183. [Google Scholar]
- Zimmerman, B. J. & Kitsantas, A. (2014). Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement. Contemporary Educational Psychology, 39(2), 145–155. [Google Scholar]
