Metacognitive Awareness and Critical Thinking Disposition of Pre-Service Teachers: A Structural Equation Modeling

Year 2025, Volume: 40 Issue: 4, 262 - 279, 31.10.2025

Fatma Şehkar Fayda Kınık

https://doi.org/10.16986/hunefd.1705937

Abstract

Metacognition supports pre-service teachers' critical thinking (CT) processes because higher levels of metacognitive awareness of pre-service teachers increase their disposition to CT. This research aims to examine pre-service teachers' metacognitive awareness in terms of self-, organizational, and judgmental dimensions, to measure their CT disposition in engagement, cognitive maturity, and innovativeness, and to qualify the relationship between metacognitive awareness and disposition to CT of pre-service teachers. In the quantitatively designed study, the “Metacognitive Awareness Scale” and the adapted version of the “Critical Thinking Disposition Scale” were conducted on 305 pre-service teachers studying in the faculty of education in different universities in Türkiye. According to the results of descriptive analyses, the overall level of the pre-service teachers’ self-perceived metacognitive awareness was found high; the organizational awareness of the pre-service teachers was at the highest level whereas their level of judgmental awareness was the lowest, and the overall level of their self-perceived disposition to CT was calculated as high. The results of structural equation modeling analyses indicated that as the level of metacognitive awareness of pre-service teachers increases, their disposition to CT increases. Self- and organizational awareness exerted no significant influence on engagement, cognitive maturity, or innovativeness, while judgmental awareness had a significant positive effect on engagement but not on cognitive maturity or innovativeness.

Keywords

Pre-service teachers , metacognitive awareness , critical thinking disposition , teacher education

References

• Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275-314. https://doi.org/10.3102%2F0034654314551063
• Acisli, S. (2016). Investigation of class teacher candidates' learning styles and critical thinking dispositions. Elementary Education Online, 15(1), 273-285. http://dx.doi.org/10.17051/io.2016.78596
• Akgun, A., & Duruk, U. (2016). The investigation of preservice science teachers' critical thinking dispositions in the context of personal and social factors. Science Education International, 27(1), 3-15.
• Akyuz, H. I., Samsa-Yetik, S., & Keser, H. (2015). Effects of metacognitive guidance on critical thinking disposition. Pegem Journal of Education and Instruction, 5(2), 133-148. https://doi.org/10.14527/pegegog.2015.007
• Altun, M., Yılmaz, G., Demir, B., & Celik, H. (2021). Statistical anxiety and metacognitive awareness levels of graduate students studying in mathematics education program. European Journal of Education Studies, 9(1), 44-70. http://dx.doi.org/10.46827/ejes.v9i1.4088
• Arsal, Z. (2015). The effects of microteaching on the critical thinking dispositions of pre-service teachers. Australian Journal of Teacher Education (Online), 40(3), 140-153. https://doi.org/10.14221/ajte.2014v40n3.9
• Aybek, B. (2018). An examination of the relationship between the critical thinking dispositions of prospective teachers and their attitudes toward multicultural education. Journal of Higher Education (Turkey), 8(3), 282-292. https://doi.org/10.2399/yod.18.012
• Aybek, B., & Aslan, S. (2017). An investigation of educational philosophies adopted and critical thinking disposition in terms of various variables. Gaziantep University Journal of Social Sciences, 16(2), 373-385. https://doi.org/10.21547/jss.281737
• Beccaria, L., Kek, M., Huijser, H., Rose, J., & Kimmins, L. (2014). The interrelationships between student approaches to learning and group work. Nurse Education Today, 34(7), 1094-1103. https://doi.org/10.1016/j.nedt.2014.02.006
• Boonsathirakul, J., & Kerdsomboon, C. (2021). The investigation of critical thinking disposition among Kasetsart University students. Higher Education Studies, 11(2), 224-232. https://doi.org/10.5539/hes.v11n2p224
• Borkowski, J. G., & Muthukrishna, N. (1992). Moving metacognition into the classroom: ‘Working models’ and effective strategy teaching. In M. Pressley, K. R. Harris, & J. T. Guthrie (Eds.), Promoting academic competence and literacy in school (pp. 477-501). Academic Press.
• Cakici, D. (2018). Metacognitive awareness and critical thinking abilities of pre-service EFL teachers. Journal of Education and Learning, (7)5, 116-129. https://doi.org/10.5539/jel.v7n5p116
• Cakmak Gulec, H. (2010). Evaluation of prospective primary and pre-school teachers' critical thinking level. Education and Science, 35(157), 3-14.
• Celik, O., Cokcaliskan, H., & Yorulmaz, A. (2018). Investigation of the effect of pre-service classroom teachers' critical thinking disposition on their media literacy. International Journal of Evaluation and Research in Education, 7(3), 194-202. http://doi.org/10.11591/ijere.v7i3.13960
• Cinici, A., & Ergin, B. (2019). The effects of discussion and decision-making based activities concerning GMOs on critical thinking dispositions of teacher candidates. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 13(2), 735-758. https://doi.org/10.17522/balikesirnef.531706
• Diseth, A. (2025). Reflection notes as a tool for professional development of pre-service psychology teachers. Reflective Practice. https://doi.org/10.1080/14623943.2025.2504139
• Ekici, D. I. (2017). The effects of online communities of practice on pre-service teachers’ critical thinking dispositions. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3801-3827. https://doi.org/10.12973/eurasia.2017.00759a
• Ekici, F., Ulutas, B., & Atasoy, B. (2019). An investigation of preservice teachers’ levels of metacognitive awareness in terms of certain variables. Bartin University Journal of Faculty of Education, 8(3), 1035-1054. https://doi.org/10.14686/buefad.566640
• Ennis, R. H. (1996). Critical thinking. Prentice-Hall.
• Ennis, R. H. (2015). Critical thinking: A streamlined conception. In M. Davies, & R. Barnett. (Eds.) The Palgrave handbook of critical thinking in higher education (pp. 31-47). Palgrave Macmillan. https://doi.org/10.1057/9781137378057_2
• Ertas Kilic, H., & Sen, A. I. (2014). Turkish adaptation study of UF/EMI critical thinking disposition instrument. Education and Science, 39(176), 1-12. https://doi.org/10.15390/EB.2014.3632
• Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Research findings and recommendations. American Philosophical Association.
• Facione, N. C., & Facione, P. A. (1996). Externalizing the critical thinking in clinical judgement. Nursing Outlook, 44(3), 129-136. https://doi.org/10.1016/s0029-6554(06)80005-9
• Facione, P. A., Sanchez, (Giancarlo) C.A., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. Journal of General Education, 44(1), 1-25.
• Facione, P. A., Facione, N. C., & Giancarlo, C. A. (2000). The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking skill. Informal Logic, 20(1), 61-84. https://doi.org/10.22329/il.v20i1.2254
• Fahim, M., & Eslamdoost, S. (2014). Critical thinking: Frameworks and models for teaching. English Language Teaching, 7(7), 141-151. https://doi.org/10.5539/elt.v7n7p141
• Fettahlioglu, P., & Kaleci, D. (2018). Online argumentation implementation in the development of critical thinking disposition. Journal of Education and Training Studies, 6(3), 127-136. https://doi.org/10.11114/jets.v6i3.2904
• Firat Durdukoca, S., & Aribas, S. (2019). Development of metacognitive awareness scale for teacher candidates. Electronic Journal of Social Sciences, 18(72), 1541-1557. https://doi.org/10.17755/esosder.474601
• Gul, R., Cassum, S., Ahmad, A., Khan, S., Saeed, T., & Parpio, Y. (2010). Enhancement of critical thinking in curriculum design and delivery: A randomized controlled trial for educators. Procedia - Social and Behavioral Sciences, 2 (2), 3219-3225. https://doi.org/10.1016/j.sbspro.2010.03.491
• Hair, J. F., Hult, G. T.M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R. Classroom Companion: Business. Springer, Cham. https://doi.org/10.1007/978-3-030-80519-7_1
• Halpern, D. F. (2003). Thought and knowledge: An introduction to critical thinking (4th ed.). Lawrence Erlbaum Associate.
• Hawe, E., Dixon, H., Murray, J., & Chandler, S. (2021). Using rubrics and exemplars to develop students’ evaluative and productive knowledge and skill. Journal of Further and Higher Education, 45(8), 1033–1047. https://doi.org/10.1080/0309877X.2020.1851358
• Heidari, M., & Ebrahimi, P. (2016). Examining the relationship between critical-thinking skills and decision-making ability of emergency medicine students. Indian Journal of Critical Care Medicine, 20(10), 581-586. https://doi.org/10.4103/0972-5229.192045
• Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
• Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
• Irani, T., Rudd, R., Gallo, M., Ricketts, J., Friedel, C., & Rhoades, E. (2007). Critical thinking instrumentation manual. Retrieved from http://step.ufl.edu/resources/critical_thinking/ctmanual.pdf
• Judge, B., McCreery, E., & Jones, P. (2009). Critical thinking skills for education students. Learning Matters Ltd.
• Karasakaloglu, N., Saracaloglu, S., & Ozelci, S. (2012). Turkish prospective teachers’ reading strategies, critical thinking attitudes and metacognitive competencies. Ahi Evran University Journal of Kirsehir Education Faculty, 13(1), 207-221.
• Keith, T. Z. (2019). Multiple regression and beyond: An introduction to multiple regression and structural equation modeling (3rd ed.). Routledge. https://doi.org/10.4324/9781315162348
• Knight, V., & Robinson, S. P. (2019). An introduction: Establishing a context for critical thinking in teacher education. In S. Robinson, & V. Knight (Eds.), Handbook of research on critical thinking and teacher education pedagogy (pp. 1-14). IGI Global. https://doi.org/10.4018/978-1-5225-7829-1.ch001
• Kozikoglu, I. (2019). Investigating critical thinking in prospective teachers: Metacognitive skills, problem solving skills and academic self-efficacy. Journal of Social Studies Education Research, 10(2), 111-130.
• Ku, K. Y. L. (2009). Assessing students’ critical thinking performance: Urging for measurements using multi-response format. Thinking Skills and Creativity, 4(1), 70-76. https://doi.org/10.1016/j.tsc.2009.02.001
• Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16-46. https://doi.org/10.3102%2F0013189X028002016
• Lismayani, I., Mahanal, S., & Sulawesi, K.-S. (2017). The correlation of critical thinking skill and science problem-solving ability of junior high school students. Jurnal Pendidikan Sains, 5(3), 96-101. http://dx.doi.org/10.17977/jps.v5i3.10338
• Lomax, R. G. (2004). A beginner's guide to structural equation modeling: Fourth edition (2nd ed.). Psychology Press. https://doi.org/10.4324/9781410610904
• Oguz, A., & Saricam, H. (2016). The relationship between critical thinking disposition and locus of control in pre-service teachers. Journal of Education and Training Studies, 4(2), 182-192. http://dx.doi.org/10.11114/jets.v4i2.1196
• Ossa, C. J., Rivas, S. F., & Saiz, C. (2023). Relation between metacognitive strategies, motivation to think, and critical thinking skills. Frontiers in Psychology, 14, 1272958. https://doi.org/10.3389/fpsyg.2023.1272958
• Oz, H. (2016). Metacognitive awareness and academic motivation: A cross-sectional study in teacher education context of Turkey. Procedia - Social and Behavioral Sciences, 232, 109-121. https://doi.org/10.1016/j.sbspro.2016.10.035
• Papleontiou-Louca, E. (2003). The concept and instruction of metacognition. Teacher Development, 7(1), 9-30. https://doi.org/10.1080/13664530300200184
• Ricketts, J. C., & Rudd, R. D. (2005). Critical thinking skills of selected youth leaders: The efficacy of critical thinking dispositions, leadership, and academic performance. Journal of Agricultural Education, 46(1), 32-43. https://doi.org/10.5032/jae.2005.01032
• Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive strategies and development of critical thinking in higher education. Frontiers in Psychology, 13, 913219. https://doi.org/10.3389/fpsyg.2022.913219
• Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139. https://doi.org/10.1007/s11165-005-3917-8
• Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371. https://doi.org/10.1007/BF02212307
• Semerci, C., & Elaldi, S. (2014). The roles of metacognitive beliefs in developing critical thinking skills. Bartin University Journal of Faculty of Education, 3(2), 317-333. https://doi.org/10.14686/BUEFAD.201428187
• Sendag, S., Erol, O., Sezgin, S., & Dulkadir, N. (2015). Preservice teachers’ critical thinking dispositions and Web 2.0 competencies. Contemporary Educational Technology, 6(3), 172-187. https://doi.org/10.30935/cedtech/6148
• Sendurur, E., Sendurur, P., Mutlu, N., & Baser, V. G. (2011). Metacognitive awareness of pre-service teachers. International Journal on New Trends in Education and Their Implications, 2(4), 102-107.
• Turan, H. (2016). Comparison of critical thinking dispositions of prospective teachers. Educational Research and Reviews, 11(8), 867-876. https://doi.org/10.5897/ERR2015.2585
• Vosniadou, S., Darmawan, I., Lawson, M. J., Van Deur, P., Jeffries, D., & Wyra, M. (2021). Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers. Metacognition and Learning, 16, 523-554. https://doi.org/10.1007/s11409-020-09258-0
• Williams, R. L. (2005). Targeting critical thinking within teacher education: The potential impact on society. The Teacher Educator, 40(3), 163-187. https://doi.org/10.1080/08878730509555359
• Yorganci, S. (2016). Critical thinking dispositions of pre-service mathematics teachers. Participatory Educational Research, 3(3), 36-46. https://doi.org/10.17275/per.16.13.3.3
• Yuce, E., Kruk, M., & Derakhshan, A. (2023). Metacognitive knowledge and openness to diversity and challenge among Turkish pre-service EFL teachers: The mediating role of creative self-efficacy. Thinking Skills and Creativity, 50, 101386. https://doi.org/10.1016/j.tsc.2023.101386