<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Zeinab Jahangard</style></author><author><style face="normal" font="default" size="100%">Asghar Soltani</style></author><author><style face="normal" font="default" size="100%">Merhangiz Alinejad</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPLORING THE RELATIONSHIP BETWEEN METACOGNITION AND ATTITUDES TOWARDS SCIENCE OF SENIOR SECONDARY STUDENTS THROUGH A STRUCTURAL EQUATION MODELING ANALYSIS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attitudes towards science</style></keyword><keyword><style  face="normal" font="default" size="100%">metacognition strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">senior secondary students</style></keyword><keyword><style  face="normal" font="default" size="100%">Structural Equation Modeling</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1482422523.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">340-349</style></section></record></records></xml>