PEN Academic Publishing   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2019, Vol. 15(5) 131-148

An Investigation of Metacognition, Self-Regulation and Social Intelligence Scales’ Level of Predicting Pre-Service Teachers’ Lifelong Learning Trends

Özden Demir & Ahmet Doğanay

pp. 131 - 148   |  DOI: https://doi.org/10.29329/ijpe.2019.212.10   |  Manu. Number: MANU-1904-08-0003

Published online: October 16, 2019  |   Number of Views: 12  |  Number of Download: 48


Abstract

In this study is the identification of the relationships between metacognition, self-regulation, social intelligence, lifelong learning trends which should be possessed by teachers  in this regard, the general purpose of this study is to explore how much pre-service teachers’ lifelong learning trends are predicted by metacognition, self-regulation, social intelligence variables. The study was designed according to procedural model in relational screening method. The study was conducted with 443 2nd and 4th year pre-service teachers who were enrolled in Kafkas and Çukurova University Education Faculty, Pre-school Teaching Department and Classroom Teaching Department. Multiple regression analysis was performed for the analysis of the data collected using the Metacognition Scale, Self-regulated Learning Scale based on Zimmerman’s Model, Social Intelligence Scale, Lifelong Learning Trends Scale. Analysis results showed that total scores of the Lifelong Learning Trends Scale were significantly predicted by the Self-reflection subscale of Self-Regulated Learning Scale and by the Social Knowledge, Social Skill, Social Awareness subscales of the Tromso Social Intelligence Scale; motivation subscale was significantly predicted by the Forethought, Self-Reflection subscales of the Self-Regulation Scale, Social Knowledge, Social Skill subscales of the Tromso Social Intelligence Scale.

Keywords: Lifelong learning, Metacognition, Self-regulated, Social intelligence


How to Cite this Article?

APA 6th edition
Demir, O. & Doganay, A. (2019). An Investigation of Metacognition, Self-Regulation and Social Intelligence Scales’ Level of Predicting Pre-Service Teachers’ Lifelong Learning Trends . International Journal of Progressive Education, 15(5), 131-148. doi: 10.29329/ijpe.2019.212.10

Harvard
Demir, O. and Doganay, A. (2019). An Investigation of Metacognition, Self-Regulation and Social Intelligence Scales’ Level of Predicting Pre-Service Teachers’ Lifelong Learning Trends . International Journal of Progressive Education, 15(5), pp. 131-148.

Chicago 16th edition
Demir, Ozden and Ahmet Doganay (2019). "An Investigation of Metacognition, Self-Regulation and Social Intelligence Scales’ Level of Predicting Pre-Service Teachers’ Lifelong Learning Trends ". International Journal of Progressive Education 15 (5):131-148. doi:10.29329/ijpe.2019.212.10.

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