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THE STUDY OF DEVELOPING THE METACOGNITIVE REGULATION INVENTORY IN EDUCATION: STUDENT’S VERSION (MRIE: STUDENT-SELF)

Year 2025, Volume: 27 Issue: 2, 497 - 517, 15.06.2025

Mehmet Akif Güzel , Tahsin Oğuz Başokçu

https://doi.org/10.16953/deusosbil.1612641

Abstract

Numerous studies have indicated that just like how much they learn knowledge, students' knowledge and regulation of their knowledge, i.e., their metacognitive performance, is quite critical in their academic success. In this study, financed by TUBITAK project No. 120K850, we aimed to develop "Metacognitive Regulation Inventory in Education (MRIE): Student’s Version" by following the model suggested to the literature as "multi-layered metacognitive regulation model in education" that conceptualise metacognitive "goal", "monitoring", and "control" processes of the two main groups in a standard teaching context (i.e., teachers & students). For this purpose, the scale whose items were composed of the ones utilised in the related existing scales and of those added by the researchers were administered to 10190 5th, 6th, and 7th-graders from 24 provinces in three online applications. The 33-item scale was administered to 6178 students in the first stage. The 20-item scale obtained after an exploratory factor analysis (EFA) was administered to 2845 students in the second stage, and the 12-item scale obtained by analysing EFA, item and test parameters was administered to 1527 students in the last stage. Confirmatory factor analysis (CFA) was conducted in the latest stage for the final 12-item scale. The items of metacognitive "goal", "monitoring", and "control" sub-dimensions in the students’ metacognitive regulation construct could be identified according to EFA and CFA results. Reliability analysis results also showed the developed scale was internally consistent.

Keywords

Metacognition Metacognitive Regulation Education Student Inventory

Ethical Statement

The purposes and procedure of the current study were granted approval from the ethics committee of Ege University (Ethics Committee’s Decision Date: 02.12.2020, Ethics Committee Approval Meeting/Decision No: 15/01, Protocol No: 721).

Supporting Institution

The Scientific and Technological Research Council of Türkiye (TÜBİTAK)

Project Number

120K850

Thanks

We would like to thank the Scientific and Technological Research Council of Türkiye (TÜBİTAK) which supported our study.

References

  • Başokçu, O. T., & Güzel, M. A. (2020). Üstbilişsel İzleme ve Matematiksel Yeterlilikler: Bilişsel Tanı Modeli ve Sinyal Tespit Kuramı Yaklaşımı. Eğitim ve Bilim, 46 (205). https://doi.org/10.15390/EB.2020.7991
  • Garcia, T., & Pintrich, P. R. (1996). Assessing Students’ Motivation and Learning Strategies in the Classroom Context: The Motivated Strategies for Learning Questionnaire. Içinde M. Birenbaum & F. J. R. C. Dochy (Ed.), Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge (ss. 319-339). Springer Netherlands. https://doi.org/10.1007/978-94-011-0657-3_12
  • Güzel, M. A. (2015). A metacognitive regulation approach for judgment of satiation. Journal of Cognitive Psychology, 27 (8), 929-943. https://doi.org/10.1080/20445911.2015.1057148
  • Güzel, M. A., & Başokçu, T. O. (2023a). Eğitimde Üstbilişsel Düzenleme Envanteri: Öğretmen Versiyonu’nun (EÜDE: Öğretmen-Kendi ve Öğretmen-Sınıf) Geliştirilme Çalışması. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 25(1), Article 1. https://doi.org/10.17556/erziefd.1224757
  • Güzel, M. A., & Başokçu, T. O. (2023b). Knowledge about others’ knowledge: How accurately do teachers estimate their students’ test scores? Metacognition and Learning, 18(1), 295-312. https://doi.org/10.1007/s11409-023-09333-2
  • Güzel, M. A., & Güngör, D. (2020). Testing a metacognitive regulation appoach for judgment of satiation: Might hunger and fulless not be the polar opposites of the same dimension? Nesne Psikoloji Dergisi, 8(18). https://doi.org/10.7816/nesne-08-18-01
  • Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Ed.). (2009). Handbook of metacognition in education. Routledge.
  • Mazzoni, G., & Cornoldi, C. (1993). Strategies in study time allocation: Why is study time sometimes not effective? Journal of Experimental Psychology: General, 122(1), 47-60. https://doi.org/10.1037/0096-3445.122.1.47
  • Mazzoni, G., Cornoldi, C., & Marchitelli, G. (1990). Do memorability ratings affect study-time allocation? Memory & Cognition, 18(2), 196-204. https://doi.org/10.3758/BF03197095
  • Meijer, J., Sleegers, P., Elshout-Mohr, M., Daalen-Kapteijns, M. V., Meeus, W., & Tempelaar, D. (2013). The development of a questionnaire on metacognition for students in higher education. Educational Research, 55(1), 31-52. https://doi.org/10.1080/00131881.2013.767024
  • Modell, H., Cliff, W., Michael, J., McFarland, J., Wenderoth, M. P., & Wright, A. (2015). A physiologist’s view of homeostasis. Advances in Physiology Education, 39 (4), 259-266. https://doi.org/10.1152/advan.00107.2015
  • Mokhtari, K., & Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259. https://doi.org/10.1037/0022-0663.94.2.249
  • Moshman, D. (2018). Metacognitive Theories Revisited. Educational Psychology Review, 30(2), 599-606. https://doi.org/10.1007/s10648-017-9413-7
  • Nelson, T. O. (1990). Metamemory: A Theoretical Framework and New Findings. İçinde Psychology of Learning and Motivation—Advances in Research and Theory (ss. 125-173). https://doi.org/10.1016/S0079-7421(08)60053-5
  • Nelson, T. O., Dunlosky, J., Graf, A., & Narens, L. (1994). Utilization of metacognitive judgments in the allocation of study during multitrial learning. Psychological Science, 5 (4), 207-213. https://doi.org/10.1111/j.1467-9280.1994.tb00502.x
  • Nelson, T. O., & Leonesio, R. J. (1988). Allocation of self-paced study time and the “labor-in-vain effect”. Journal of Experimental Psychology: Learning, Memory and Cognition, 14 (4), 676-686. https://doi.org/10.1037//0278-7393.14.4.676
  • Nelson, T. O., & Narens, L. (1994). Why investigate metacognition? İçinde Metacognition: Knowing about knowing. (ss. 1-25). The MIT Press.
  • OECD (2017). Main Survey School Sampling Preparation Manual, Overview. Overview. PISA 2018, Şubat.
  • Pelegrina, S., Bajo, M. T., & Justicia, F. (2000). Differential allocation of study time: Incomplete compensation for the difficulty of the materials. Memory (Hove, England), 8(6), 377-392. https://doi.org/10.1080/09658210050156831
  • Pintrich, P. R. (2002). The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. Theory Into Practice, 41(4), 219-225. https://doi.org/10.1207/s15430421tip4104_3
  • PISA 2009 Technical Report (2012). OECD. https://www.oecd.org/en/publications/pisa-2009-technical-report_9789264167872-en.html
  • Rhodes, M. G. (2016). Judgments of learning: Methods, data, and theory. İçinde The Oxford handbook of metamemory (ss. 65-80). Oxford University Press.
  • Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371. https://doi.org/10.1007/BF02212307
  • Sedgwick, P. (2013). Convenience Sampling. British Medical Journal, 2013, 347. https://doi.org/10.1136/bmj.f6304
  • Son, L. K., & Metcalfe, J. (2000). Metacognitive and control strategies in study-time allocation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(1), 204-221. https://doi.org/10.1037/0278-7393.26.1.204
  • Son, L. K., & Metcalfe, J. (2005). Judgments of learning: Evidence for a two-stage process. Memory & Cognition, 33(6), 1116-1129. https://doi.org/10.3758/BF03193217
  • Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of children’s knowledge and regulation of cognition. Contemporary Educational Psychology, 27(1), 51-79. https://doi.org/10.1006/ceps.2001.1091
  • Swanson, H. L. (1990). Influence of metacognitive knowledge and aptitude on problem solving. Journal of Educational Psychology, 82(2), 306-314. https://doi.org/10.1037/0022-0663.82.2.306
  • Thiede, K. W., & Dunlosky, J. (1999). Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time. Journal of Experimental Psychology Learning Memory and Cognition, 25(4), 1024-1037. https://doi.org/10.1037/0278-7393.25.4.1024
  • Thiede, K. W., Oswalt, S., Brendefur, J. L., Carney, M. B., & Osguthorpe, R. D. (2019). Teachers’ Judgments of Student Learning of Mathematics. İçinde J. Dunlosky & K. A. E. Rawson (Ed.), The Cambridge Handbook of Cognition and Education (ss. 678-695). Cambridge University Press. https://doi.org/10.1017/9781108235631.027
  • Thompson, S. K. (2012). Sampling. Wiley.
  • Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. İçinde B. J. Zimmerman & D. H. Schuck (Ed.), Self-regulated learning and academic achievement: Theoretical perspectives (ss. 1-37). Lawrence Erlbaum Associates Publishers.
  • Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2

EĞİTİMDE ÜSTBİLİŞSEL DÜZENLEME ENVANTERİ: ÖĞRENCİ VERSİYONU’NUN (EÜDE: ÖĞRENCİ-KENDİ FORMU) GELİŞTİRİLME ÇALIŞMASI

Year 2025, Volume: 27 Issue: 2, 497 - 517, 15.06.2025

Mehmet Akif Güzel , Tahsin Oğuz Başokçu

https://doi.org/10.16953/deusosbil.1612641

Abstract

Sayısız araştırma, öğrencilerin bir bilgiyi öğrenmeleri kadar bu bilgileri hakkında bilgilere sahip olmalarının ve bunları düzenlemelerinin, diğer bir ifadeyle üstbilişsel performanslarının, akademik başarılarında oldukça kritik bir öneme sahip olduğunu işaret etmektedir. 120K850 No.lu TÜBİTAK projesi kapsamında desteklenen bu çalışmada, standart bir öğretim bağlamındaki iki temel grubun (öğretmen ve öğrencilerin) üstbilişsel “hedef”, “izleme” ve “kontrol” süreçlerini kavramsallaştıran ve “eğitimde çok düzeyli üstbilişsel düzenleme modeli” olarak alan yazına sunulan modele uygun olarak “Eğitimde Üstbilişsel Düzenleme Envanteri (EÜDE): Öğrenci Versiyonu”nun geliştirilmesi amaçlanmıştır. Bu amaçla, mevcut ilişkili ölçeklerden yararlanılmış ve buna ek olarak araştırmacılar tarafından eklenmiş ölçek maddeleri, 24 ilden toplam 10190 5, 6 ve 7. sınıf öğrencisine tamamı çevrimiçi olarak üç aşamada uygulanmıştır. Oluşturulan 33 maddelik ölçek, ilk aşamada 6178 öğrenciye uygulanmıştır. Açımlayıcı faktör analizi (AFA) sonrasında 20 madde içeren ölçek, ikinci aşamada 2845 öğrenciye ve son aşamada AFA, madde ve test parametrelerine göre belirlenerek elde edilen 12 maddelik ölçek 1527 öğrenciye uygulanmıştır. Son aşamada elde edilen 12 maddelik nihai ölçek için doğrulayıcı faktör analizi (DFA) yapılmıştır. AFA ve DFA sonuçlarına göre, öğrencilerin üstbilişsel düzenleme yapısındaki üstbilişsel “hedef”, “izleme” ve “kontrol” alt boyutlarına ait maddeler belirlenebilmiştir. Güvenirlik analizi sonuçları da geliştirilen ölçeğin iç tutarlı olduğunu göstermiştir.

Keywords

Üstbiliş Üstbilişsel Düzenleme Eğitim Öğrenci Envanter

Ethical Statement

Bu çalışma, Ege Üniversitesi Sosyal ve Beşeri Bilimler Araştırma ve Yayın Etiği Kurulu’nun (Protokol No: 721) 02.12.2020 tarihli 15/01 toplantısında alınan onay kararı ile yürütülmüştür.

Supporting Institution

Türkiye Bilimsel ve Teknolojik Araştırma Kurumu (TÜBİTAK)

Project Number

120K850

Thanks

Çalışmamızı destekleyen Türkiye Bilimsel ve Teknolojik Araştırma Kurumu’na (TÜBİTAK) teşekkür ederiz.

References

  • Başokçu, O. T., & Güzel, M. A. (2020). Üstbilişsel İzleme ve Matematiksel Yeterlilikler: Bilişsel Tanı Modeli ve Sinyal Tespit Kuramı Yaklaşımı. Eğitim ve Bilim, 46 (205). https://doi.org/10.15390/EB.2020.7991
  • Garcia, T., & Pintrich, P. R. (1996). Assessing Students’ Motivation and Learning Strategies in the Classroom Context: The Motivated Strategies for Learning Questionnaire. Içinde M. Birenbaum & F. J. R. C. Dochy (Ed.), Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge (ss. 319-339). Springer Netherlands. https://doi.org/10.1007/978-94-011-0657-3_12
  • Güzel, M. A. (2015). A metacognitive regulation approach for judgment of satiation. Journal of Cognitive Psychology, 27 (8), 929-943. https://doi.org/10.1080/20445911.2015.1057148
  • Güzel, M. A., & Başokçu, T. O. (2023a). Eğitimde Üstbilişsel Düzenleme Envanteri: Öğretmen Versiyonu’nun (EÜDE: Öğretmen-Kendi ve Öğretmen-Sınıf) Geliştirilme Çalışması. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 25(1), Article 1. https://doi.org/10.17556/erziefd.1224757
  • Güzel, M. A., & Başokçu, T. O. (2023b). Knowledge about others’ knowledge: How accurately do teachers estimate their students’ test scores? Metacognition and Learning, 18(1), 295-312. https://doi.org/10.1007/s11409-023-09333-2
  • Güzel, M. A., & Güngör, D. (2020). Testing a metacognitive regulation appoach for judgment of satiation: Might hunger and fulless not be the polar opposites of the same dimension? Nesne Psikoloji Dergisi, 8(18). https://doi.org/10.7816/nesne-08-18-01
  • Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Ed.). (2009). Handbook of metacognition in education. Routledge.
  • Mazzoni, G., & Cornoldi, C. (1993). Strategies in study time allocation: Why is study time sometimes not effective? Journal of Experimental Psychology: General, 122(1), 47-60. https://doi.org/10.1037/0096-3445.122.1.47
  • Mazzoni, G., Cornoldi, C., & Marchitelli, G. (1990). Do memorability ratings affect study-time allocation? Memory & Cognition, 18(2), 196-204. https://doi.org/10.3758/BF03197095
  • Meijer, J., Sleegers, P., Elshout-Mohr, M., Daalen-Kapteijns, M. V., Meeus, W., & Tempelaar, D. (2013). The development of a questionnaire on metacognition for students in higher education. Educational Research, 55(1), 31-52. https://doi.org/10.1080/00131881.2013.767024
  • Modell, H., Cliff, W., Michael, J., McFarland, J., Wenderoth, M. P., & Wright, A. (2015). A physiologist’s view of homeostasis. Advances in Physiology Education, 39 (4), 259-266. https://doi.org/10.1152/advan.00107.2015
  • Mokhtari, K., & Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259. https://doi.org/10.1037/0022-0663.94.2.249
  • Moshman, D. (2018). Metacognitive Theories Revisited. Educational Psychology Review, 30(2), 599-606. https://doi.org/10.1007/s10648-017-9413-7
  • Nelson, T. O. (1990). Metamemory: A Theoretical Framework and New Findings. İçinde Psychology of Learning and Motivation—Advances in Research and Theory (ss. 125-173). https://doi.org/10.1016/S0079-7421(08)60053-5
  • Nelson, T. O., Dunlosky, J., Graf, A., & Narens, L. (1994). Utilization of metacognitive judgments in the allocation of study during multitrial learning. Psychological Science, 5 (4), 207-213. https://doi.org/10.1111/j.1467-9280.1994.tb00502.x
  • Nelson, T. O., & Leonesio, R. J. (1988). Allocation of self-paced study time and the “labor-in-vain effect”. Journal of Experimental Psychology: Learning, Memory and Cognition, 14 (4), 676-686. https://doi.org/10.1037//0278-7393.14.4.676
  • Nelson, T. O., & Narens, L. (1994). Why investigate metacognition? İçinde Metacognition: Knowing about knowing. (ss. 1-25). The MIT Press.
  • OECD (2017). Main Survey School Sampling Preparation Manual, Overview. Overview. PISA 2018, Şubat.
  • Pelegrina, S., Bajo, M. T., & Justicia, F. (2000). Differential allocation of study time: Incomplete compensation for the difficulty of the materials. Memory (Hove, England), 8(6), 377-392. https://doi.org/10.1080/09658210050156831
  • Pintrich, P. R. (2002). The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. Theory Into Practice, 41(4), 219-225. https://doi.org/10.1207/s15430421tip4104_3
  • PISA 2009 Technical Report (2012). OECD. https://www.oecd.org/en/publications/pisa-2009-technical-report_9789264167872-en.html
  • Rhodes, M. G. (2016). Judgments of learning: Methods, data, and theory. İçinde The Oxford handbook of metamemory (ss. 65-80). Oxford University Press.
  • Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371. https://doi.org/10.1007/BF02212307
  • Sedgwick, P. (2013). Convenience Sampling. British Medical Journal, 2013, 347. https://doi.org/10.1136/bmj.f6304
  • Son, L. K., & Metcalfe, J. (2000). Metacognitive and control strategies in study-time allocation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(1), 204-221. https://doi.org/10.1037/0278-7393.26.1.204
  • Son, L. K., & Metcalfe, J. (2005). Judgments of learning: Evidence for a two-stage process. Memory & Cognition, 33(6), 1116-1129. https://doi.org/10.3758/BF03193217
  • Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of children’s knowledge and regulation of cognition. Contemporary Educational Psychology, 27(1), 51-79. https://doi.org/10.1006/ceps.2001.1091
  • Swanson, H. L. (1990). Influence of metacognitive knowledge and aptitude on problem solving. Journal of Educational Psychology, 82(2), 306-314. https://doi.org/10.1037/0022-0663.82.2.306
  • Thiede, K. W., & Dunlosky, J. (1999). Toward a general model of self-regulated study: An analysis of selection of items for study and self-paced study time. Journal of Experimental Psychology Learning Memory and Cognition, 25(4), 1024-1037. https://doi.org/10.1037/0278-7393.25.4.1024
  • Thiede, K. W., Oswalt, S., Brendefur, J. L., Carney, M. B., & Osguthorpe, R. D. (2019). Teachers’ Judgments of Student Learning of Mathematics. İçinde J. Dunlosky & K. A. E. Rawson (Ed.), The Cambridge Handbook of Cognition and Education (ss. 678-695). Cambridge University Press. https://doi.org/10.1017/9781108235631.027
  • Thompson, S. K. (2012). Sampling. Wiley.
  • Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. İçinde B. J. Zimmerman & D. H. Schuck (Ed.), Self-regulated learning and academic achievement: Theoretical perspectives (ss. 1-37). Lawrence Erlbaum Associates Publishers.
  • Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
There are 33 citations in total.

Details

Primary Language Turkish
Subjects Applied and Developmental Psychology (Other)
Journal Section Articles
Authors

Mehmet Akif Güzel 0000-0001-5828-1237

Tahsin Oğuz Başokçu 0000-0002-4821-0045

Project Number 120K850
Early Pub Date June 2, 2025
Publication Date June 15, 2025
Submission Date January 3, 2025
Acceptance Date February 3, 2025
Published in Issue Year 2025 Volume: 27 Issue: 2

Cite

APA Güzel, M. A., & Başokçu, T. O. (2025). EĞİTİMDE ÜSTBİLİŞSEL DÜZENLEME ENVANTERİ: ÖĞRENCİ VERSİYONU’NUN (EÜDE: ÖĞRENCİ-KENDİ FORMU) GELİŞTİRİLME ÇALIŞMASI. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 27(2), 497-517. https://doi.org/10.16953/deusosbil.1612641
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