Relations of Gender and Socioeconomic Status to Physics Through Metacognition and Self-Efficacy

被引：25
|
作者：
Yerdelen-Damar, Sevda [1 ]
Pesman, Haki [2 ]
机构：
[1] Yuzuncu Yil Univ, TR-65080 Van, Turkey
[2] Firat Univ, Dept Secondary Sci & Math Educ, TR-23169 Elazig, Turkey
来源：
JOURNAL OF EDUCATIONAL RESEARCH | 2013年 / 106卷 / 04期
关键词：
gender; metacognition; physics self-efficacy; socioeconomic status; structural equation modeling; CONFIRMATORY FACTOR-ANALYSIS; SCIENCE-EDUCATION; PERFORMANCE; BELIEFS; ACHIEVEMENT; STUDENTS; LEARNER; COLLEGE; IMPACT;
D O I：
10.1080/00220671.2012.692729
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The authors explored how gender and socioeconomic status (SES) predicted physics achievement as mediated by metacognition and physics self-efficacy. Data were collected from 338 high school students. The model designed for exploring how gender and SES-related differences in physics achievement were explained through metacognition and physics self-efficacy was tested. The result showed that metacognition and physics self-efficacy could explain gender- and SES-related differences in physics achievement. In addition, it was observed that physics self-efficacy mediated the relation of metacognition to physics achievement whereas metacognition did not. This finding means that metacognition contributed to physics achievement through physics self-efficacy.
引用
收藏
页码：280 / 289
页数：10
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