Metacognitive Strategies and Tendency to be Open to Learning: A Predictive Study1

Oct 15, 2026

Uploaded by Elsa

The study determines students’ openness to learning tendencies and their metacognitive learning strategies, and analyzes predictive relationships among variables. A predictive research model is applied with 499 education faculty students. Data are collected using the Metacognitive Learning Strategies Scale and the Tendency to be Open to Learning Scale, then analyzed through simple and multiple linear regression. Results show frequent use of metacognitive strategies, high openness to learning, and that openness significantly predicts total metacognitive strategy scores. Planning strategies are most predicted, while evaluation strategies are least predicted.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

Literature Review

Metacognitive Learning Process

Metacognitive Strategies and Tendency to be Open to Learning: A Predictive Study1 By Melis Yeşilpınar Uyar ∗ The aim of the study was determining the openness to learning tendencies and metacognitive learning strategies and analysing the predictive relationships between the related variables. The predictive research model was used in the study. Within the research, 499 education faculty students participated. For data collection,“Metacognitive Learning Strategies Scale” and “Tendency to be Open to Learning Scale” were used. The collected data were analyzed using simple linear regression analysis and multiple linear regression analysis. Consequently, it was determined that students frequently use metacognitive learning strategies; their tendencies to be open to learning are at a high level. It was concluded that the tendency to be open to learning significantly predicted the total scores obtained from the metacognitive learning strategies scale. It was concluded that the most predicted variable by the predictive variables together was planning strategies, and the least predicted variable was evaluation strategies. These results show that openness to learning is a vital variable in activating metacognitive learning strategies. Keywords: metacognitive learning strategies, learning tendency, tendency to be open to learning, teacher competencies, teacher education Introduction The scientific, social, and technological developments experienced today lead to the change of knowledge and skills needed in different fields. With the pandemic process, which is one of these developments and affecting the world, some skills that impact the learning of individuals have come to the fore even more. These skills include the required qualities for individuals to cope with increasing knowledge in either face to face or online learning environments, evaluate the knowledge offered to them, and take responsibility for their own learning processes by exploring individual learning ways. A significant part of these skills needed in the learning process are gained through life-long learning experiences. Lifelong learning process consists of learning activities that aim to improve individuals’ personal, social, or professional knowledge, skills, and competencies throughout their lives (European Commission, 2002). Within the focus of life-long learning, there is the concept of learning more than teaching. In this context, learning is defined as a job that is triggered by good teaching and that the individual will do in accordance with the educational, social, and economic needs (Scales, Briddon, & Senior, 2013/2015) . The learner characteristics that affect ∗Associate Professor, Kütahya Dumlupınar University, Turkey. 1A part of this research paper was presented in the 7th International Conference on Curriculum and Instruction (October 9-12, 2019, Ankara, Turkey) . lifelong learning consist of individuals' attitudes, tendencies, and motivations towards learning and high-level thinking skills necessary for lifelong learning (Adams, 2007; Crow, 2006; Diker-Coşkun & Demirel 2012; OECD [Organisation for Economic Co-operation and Development], 2000; European Commission, 2002; Tan & Morris, 2005). The learning to learn skills among these characteristics require individuals to determine their own learning objectives, plan, monitor, and evaluate their learning process through these objectives (Adams, 2007; Knapper & Cropley, 2000) . The learning to learn skills are seen as one of the most effective ways of supporting the lifelong learning of individuals in online and face-to-face education environments (Cornford, 2012). Literature Review Metacognitive Learning Process It is seen that the concepts of metacognition, metacognitive skills, or metacognitive awareness are used to explain learning to learn skills. Flavell (1979) who used the metacognition concept, emphasizes an individual’s knowledge about their own cognition and the use of th

FAQs

What was the purpose of the study?

To determine openness to learning tendencies and metacognitive learning strategies, and to analyze predictive relationships between related variables.

How were the data collected and analyzed?

Data were collected with the Metacognitive Learning Strategies Scale and the Tendency to be Open to Learning Scale, then analyzed using simple and multiple linear regression.

Which metacognitive strategy type was most and least predicted?

Planning strategies were the most predicted, while evaluation strategies were the least predicted by the set of predictive variables.

Oct 15, 2026

Uploaded by Elsa