The Mediating Role of Metacognitive Awareness in the Relationship Between Pragmatic Awareness and Communication Skill

Year 2025, Issue: 56

Fatma Gerez Taşgın , Muhsine Börekçi

https://doi.org/10.33418/education.1593557

Abstract

This study examines the relationship between pragmatic awareness and communication skills by exploring the mediating role of metacognitive awareness in this interaction. The research was conducted with pre-service teachers using a quantitative method based on a correlational survey model. The sample consisted of 235 pre-service teachers studying at the faculty of education of a state university in Turkey. A validity and reliability tested scales were used to collect data. These are Metacognitive Awareness Scale, Communication Skills Scale and Pragmatic Awareness Scale. In the study, the normality of the variables' scores was examined, and after confirming that the data followed a normal distribution, the analyses were conducted. The relationships between the variables were analyzed using Pearson's Product-Moment Correlation Analysis, revealing significant correlations. A mediation model was then established for the analysis. The data collected was analyzed to evaluate the connection between pragmatic awareness and communication skills, alongside the impact of metacognitive awareness on this relationship. Findings reveal that metacognitive awareness plays a significant mediating role between pragmatic awareness and communication skills. This study highlights that enhancing metacognitive awareness during the educational processes of pre-service teachers can significantly improve their communication skills.

Keywords

Pragmatic awareness, metacognitive awareness, communication skills, pre-service teachers, mediation model

Project Number

SDK-2021-9831

Edimbilimsel Farkındalık ve İletişim Becerileri arasındaki ilişkide Üstbilişsel Farkındalığın Aracı Rolü

Abstract

Bu çalışma, edimbilimsel farkındalık ve iletişim becerileri arasındaki ilişkiyi, bu etkileşimde üstbilişsel farkındalığın aracılık rolünü incelemektedir. Araştırma, bir korelasyonel tarama modeline dayalı nicel bir yöntem kullanılarak yapılmıştır. Örneklem, Türkiye’deki bir devlet üniversitesinin eğitim fakültesinde öğrenim gören 235 öğretmen adayı öğrenciden oluşmaktadır. Verilerin toplanmasında, geçerlilik ve güvenilirliği test edilmiş ölçekler kullanılmıştır. Bu ölçekler, Üstbilişsel Farkındalık Ölçeği, İletişim Becerileri Ölçeği ve Edimbilimsel Farkındalık Ölçeği'dir. Çalışmada, değişkenlerin puanlarının normal dağılıma uygunluğu incelenmiş ve verilerin normal dağılım gösterdiği doğrulandıktan sonra analizlere başlanmıştır. Değişkenler arasındaki ilişkiler, Pearson Momentler Çarpanı Korelasyon Analizi kullanılarak incelenmiş ve anlamlı ilişkiler bulunmuştur. Ardından, aracılık modelinin analizi için bir model kurulmuştur. Toplanan veriler, edimbilimsel farkındalık ve iletişim becerileri arasındaki bağlantıyı, aynı zamanda bu ilişki üzerindeki üstbilişsel farkındalığın etkisini değerlendirmek amacıyla analiz edilmiştir. Bulgular, üstbilişsel farkındalığın edimbilimsel farkındalık ve iletişim becerileri arasındaki ilişkide anlamlı bir aracılık rolü oynadığını ortaya koymuştur. Bu çalışma, öğretmen adayı öğrencilerin eğitim süreçlerinde üstbilişsel farkındalığın artırılmasının, iletişim becerilerinin geliştirilmesinde önemli bir etkisi olabileceğini vurgulamaktadır.

Keywords

Edimbilimsel farkındalık, üstbilişsel farkındalık, iletişim becerileri, öğretmen adayları, aracılık modeli

Project Number

SDK-2021-9831

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