Okul Öncesi Öğretmen Adaylarında Akademik Ertelemenin Yordanmasında Bilinçli Farkındalık ve Üstbilişsel Farkındalığın Rolü

Year 2017, Issue: 3, 504 - 514, 01.12.2017

Emine Ferda Bedel

Abstract

Bu çalışmanın amacı, birinci sınıftaki okul öncesi öğretmen adaylarının akademik erteleme eğilimleri ile bilinçli farkındalık, toplam üstbilişsel farkındalık ve onun alt boyutları olan üstbilişsel bilgi ve üstbilişsel düzenleme arasındaki ilişkileri saptamaktır. 145 okul öncesi öğretmen adayına akademik erteleme, bilinçli farkındalık ve üstbilişsel farkındalık ölçekleri uygulanmıştır. Yapılan korelasyon analizleri, akademik erteleme ile bilinçli farkındalık r=-0.47, p

Keywords

Okul öncesi öğretmenliği, Akademik erteleme, Bilinçli farkındalık, Üstbilişsel farkındalık

The Role of Mindfulness and Metacognitive Awareness in Predicting Academic Procrastination in Pre-service Early Childhood Teachers

Abstract

The purpose of this study is to determine relationships among academic procrastination, mindfulness and metacognitive awareness with its two sub dimensions, knowledge of cognition and regulation of cognition in first year pre-service early childhood teachers. A sample of 145 pre-service early childhood teachers completed the measures of academic procrastination, mindfulness and metacognitive awareness. Correlation analyses revealed that academic procrastination was negatively related to mindfulness r=-.47, p

Keywords

Pre-service early childhood teachers, Academic procrastination, Mindfulness, Metacognitive awarenes

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