EXPLORING THE RELATIONSHIP BETWEEN METACOGNITION AND ATTITUDES TOWARDS SCIENCE OF SENIOR SECONDARY STUDENTS THROUGH A STRUCTURAL EQUATION MODELING ANALYSIS

Zeinab Jahangard; Asghar Soltani; Merhangiz Alinejad

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EXPLORING THE RELATIONSHIP BETWEEN METACOGNITION AND ATTITUDES TOWARDS SCIENCE OF SENIOR SECONDARY STUDENTS THROUGH A STRUCTURAL EQUATION MODELING ANALYSIS

Title	EXPLORING THE RELATIONSHIP BETWEEN METACOGNITION AND ATTITUDES TOWARDS SCIENCE OF SENIOR SECONDARY STUDENTS THROUGH A STRUCTURAL EQUATION MODELING ANALYSIS
Publication Type	Journal Article
Year of Publication	2016
Authors	Jahangard, Z, Soltani, A, Alinejad, M
Journal	Journal of Baltic Science Education
Volume	15
Issue	3
Start Page	340-349
Pagination	Continuous
Date Published	June/2016
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 1211243
Keywords	attitudes towards science, metacognition strategies, senior secondary students, Structural Equation Modeling
Abstract	Attitudes towards science is an important construct of science learning which has been affected by many factors. The main purpose of this research was to investigate whether the metacognition strategies predict students’ attitudes towards science. Accordingly, a total of 347 senior secondary students were asked to complete a questionnaire about their metacognition strategies and attitudes towards science. Structural equation modeling (SEM) was used to evaluate the validity of a structural/latent variable model. Findings revealed several direct and indirect effects among the factors under investigation. Of special importance, metacognition strategies positively predicted attractiveness of science (science is fun), class/teacher activities and family model as variables of students’ attitudes towards science. Attractiveness of science was also found to have effects on the science anxiety and family model was found to have effects on class/teacher activities. One important finding was that metacognition strategies could decrease students’ science anxiety. According to this information, it is recommended that science educators encourage students to employ metacognition strategies in science that may lead to more positive students’ attitudes towards science.
URL	http://oaji.net/articles/2016/987-1482422523.pdf
DOI	10.33225/jbse/16.15.340
Refereed Designation	Refereed
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