Metacognitive Awareness and Autonomous Learning Skill Levels in Gifted Children

Year 2024, Volume: 9 Issue: 2, 20 - 39

Bahar Savaş Yağcı , Zeynep Demirtaş

https://doi.org/10.32568/jfce.1575298

Abstract

The aim of this study is to examine the relationship between metacognitive awareness and autonomous learning skill levels of gifted students. The research sample consists of 338 gifted students in the 3-4-5-6-7-8th grade levels studying at Izmit Science and Art Center. The research was designed in the correlational screening model, one of the quantitative research methods. The research data were collected with Metacognitive Awareness A and B Scales and Autonomous Learning Scale. In the study, it was found that there was no significant relationship between metacognitive awareness and autonomous learning skills of gifted students studying at the 3-4-5th grade levels. It was found that there was a moderate, positive and significant relationship between metacognitive awareness and autonomous learning skills of gifted students studying at the 6-7-8th grade level. It was found that the metacognitive awareness levels of gifted students studying at the 3-4-5th grade level were at a medium level, while the metacognitive awareness levels of gifted students studying at the 6-7-8th grade level were at a high level. In the study, it was determined that the autonomous learning skill levels of gifted students studying at both 3-4-5th grade levels and 6-7-8th grade levels were at a medium level.

Keywords

Gifted, metacognition, metacognitive awareness, autonomous learning

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