Research Article
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Year 2021, Volume: 8 Issue: 3, 103 - 115, 25.07.2021

Abstract

References

  • Akın, A., Abacı, R., & Çetin, B. (2007). The validity and reliability study of the Turkish version of the Metacognitive Awareness Inventory. Educational Science: Theory & Practice, 7(2), 655–680.
  • Alexander, P. A., Murphy, P. K., & Greene, J. A. (2012). Projecting educational psychology’s future from its past and present: A trend analysis. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues (pp. 3–32). American Psychological Association.
  • Ayhan, U., & Turkyilmaz, U. (2015). The use of metacognitive strategies and personality traits among Bosnian university students. Mevlana International Journal of Education, 5(2), 40–40.
  • Baker, L., & Brown, A. L. (1984). Cognitive monitoring in reading. In J. Flood (Ed.), Understanding reading comprehension (pp. 21–44). International Reading Association.
  • Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R. M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. The Reading Teacher, 61(1), 70–77.
  • Chamorro-Premuzic, T., & Furnham, A. (2003a). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37(4), 319–338. https://doi.org/10.1016/S0092-6566(02)00578-0
  • Chamorro-Premuzic, T., & Furnham, A. (2003b). Personality traits and academic examination performance. European Journal of Personality, 17(3), 237–250. https://doi.org/10.1002/per.473
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
  • Conard, M. A. (2006). Aptitude is not enough: How personality and behavior predict academic performance. Journal of Research in Personality, 40(3), 339–346. https://doi.org/10.1016/j.jrp.2004.10.003
  • Council of Europe. (2001). CEFR Levels. https://www.coe.int/en/web/common-european-framework-reference-languages/reference-level-descriptions
  • Cross, D. R., & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131–142. https://doi.org/10.1037/0022-0663.80.2.131
  • Curwen, M. S., Miller, R. G., White-Smith, K. A., & Calfee, R. C. (2010). Increasing teachers’ metacognition develops students’ higher learning during content area literacy instruction: Findings from the read-write cycle project. Issues in Teacher Education, 19(2), 127–151.
  • De Fruyt, F., & Mervielde, I. (1996). Personality and interests as predictors of streaming and achievement. European Journal of Personality, 10, 405–425.
  • Desoete, A., Roeyers, H., & Buysse, A. (2001). Metacognition and mathematical problem solving in grade 3. Journal of Learning Disabilities, 34(5), 435–447. https://doi.org/10.1177/002221940103400505
  • Digman, J. M., & Inouye, J. (1986). Further specification of the five robust factors of personality. Journal of Personality and Social Psychology, 50(1), 116–123.
  • Duff, A., Boyle, E., Dunleavy, K., & Ferguson, J. (2004). The relationship between personality, approach to learning, and academic performance. Personality and Individual Differences, 36(8), 1907–1920. https://doi.org/10.1016/j.paid.2003.08.020
  • Fayyaz, W., & Kamal, A. (2011). Personality traits and the metacognitive listening skills of English as a foreign language in Pakistan. Journal of Behavioral Sciences, 21(2), 59–76.
  • Fazeli, S. H. (2012). Use of the metacognitive English language learning strategies based on personality traits. Theory and Practice in Language Studies, 2(3), 531–539. https://doi.org/10.4304/tpls.2.3.531-539
  • Fielden, C., Kim, L. E., & MacCann., C. (2015). Extraversion. In J. Wright (Ed.), International encyclopedia of the social and behavioral sciences (2nd ed., pp. 623–627). Elsevier.
  • Fisher, R. (2002). Shared thinking: Metacognitive modelling in the literacy hour. Reading, 36(2), 63–67.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906–911.
  • Furnham, A., & Chamorro-Premuzic, T. (2004). Personality and intelligence as predictors of statistics examination grades. Personality and Individual Differences, 37, 943–955.
  • Furnham, A., Jackson, C. J., & Miller, T. (1999). Personality, learning style, and work performance. Personality and Individual Differences, 27, 1113–1122.
  • Gençöz, T., & Öncül, Ö. (2012). Examination of personality characteristics in a Turkish sample: Development of basic personality traits inventory. The Journal of General Psychology, 139(3), 37–41.
  • Goldberg, L. R. (1990). An alternative “description of personality.” The big-five factor structure. Journal of Personality and Social Psychology, 59(6), 1216–1229.
  • Goldberg, L. R. (1993). The structure of phenotypic personality traits. American Psychologist, 48(1), 26–34.
  • Gourgey, A. F. (1998). Metacognition in basic skills instruction. Instructional Science, 26, 81–96.
  • Hirschberg, N., & Itkin, S. (1978). Graduate student success in psychology. American Psychologist, 33, 1083–1093.
  • Kappe, R., & van der Flier, H. (2010). Using multiple and specific criteria to assess the predictive validity of the Big Five personality factors on academic performance. Journal of Research in Personality, 44(1), 142–145. https://doi.org/10.1016/j.jrp.2009.11.002
  • Kelly, D., & Donaldson, D. (2016). Investigating the complexities of academic success: Personality constrains the effects of metacognition. The Psychology of Education Review, 40(2), 17–24.
  • Kerndl & Aberšek, M. K. (2012). Teachers’ competence for developing reader’s reception metacognition. Problems of Education in the 21st Century, 46(1979), 52–61.
  • Klingner, J. K., Vaughn, S., & Schumm, J. S. (1998). Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms. The Elementary School Journal, 99(1), 3–22. https://doi.org/10.1086/461914
  • Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), 178–181. https://doi.org/10.1111/1467-8721.00088
  • Lucas, R. E., & Diener, E. (2001). Extraversion. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (1st ed., pp. 5202–5205). Elsevier.
  • Maltby, J., Day, L., & Macaskill, A. (2007). Personality, individual differences, and intelligence (2nd ed.). Prentice Hall.
  • McCrae, R. R., & Costa, P. T., J. (2003). Personality in adulthood: A five factor theory perspective. The Guilford Press.
  • Mccrae, R. R., & Costa, P. T. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52(1), 81–90.
  • Meyer, J., Fleckenstein, J., Retelsdorf, J., & Köller, O. (2019). The relationship of personality traits and different measures of domain-specific achievement in upper secondary education. Learning and Individual Differences, 69, 45–59. https://doi.org/10.1016/j.lindif.2018.11.005
  • Michalsky, T., Mevarech, Z. R., & Haibi, L. (2009). Elementary school children reading scientific texts: Effects of metacognitive instruction. The Journal of Educational Research, 102(5), 363–376. https://doi.org/10.3200/JOER.102.5.363-376
  • Muñiz-Swicegood, M. (1994). The effects of metacognitive reading strategy training on the reading performance and student reading analysis strategies of third grade bilingual students. Bilingual Research Journal, 18, 83–97. https://doi.org/10.1080/15235882.1994.10162659
  • O’Connor, M. C., & Paunonen, S. V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual Differences, 43(5), 971–990. https://doi.org/10.1016/j.paid.2007.03.017
  • Öz, H. (2016). The importance of personality traits in students’ perceptions of metacognitive awareness. Procedia-Social and Behavioral Sciences, 232, 655–667.
  • Ozturk, N. (2015). A short review of research on metacognition training. Journal of Educational and Instructional Studies in the World, 5 (3), 50–62.
  • Ozturk, N. (2017). Identifying the nature of metacognition instruction in reading classrooms (Unpublished doctoral dissertation). University of Maryland, College Park, Maryland.
  • Ozturk, N. (2019). A case study of metacognition in a foreign language reading context. Journal of Language Education and Research, 5(2), 192–212. https://doi.org/10.31464/jlere.584458
  • Ozturk, N., & Senaydın, F. (2019). Dichotomy of EFL reading: Metacognition vs. proficiency. Dil ve Dilbilimi Çalışmaları Dergisi, 15(2), 605–617.
  • Paris, S. G., Cross, D. R., & Lipson, M. Y. (1984). Informed strategies for learning: A program to improve children’s reading awareness and comprehension. Journal of Educational Psychology, 76(6), 1239–1252.
  • Pogrow, S. (2004). The missing element in reducing the learning gap: Eliminating the “blank stare.” Teachers College Record, 106(10), 11381.
  • Sanchez-Marin, M., Rejano-Infante, E., & Rodriguez-Troyano, Y. (2001). Personality and academic productivity in the university student. Social Behavior and Personality, 29(3), 299–305.
  • Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/ceps.1994.1033
  • Schwab, J. J. (1978). Science, curriculum, and liberal education: Selected essays. The Universty of Chicago Press.
  • Shuerger, J. M., & Kuma, D. L. (1987). Adolescent personality and school performance: A follow up study. Psychology in the Schools, 24, 281–285.
  • Takallou, F. (2011). The effect of metacognitive strategy instruction on EFL learners’ reading comprehension performance and metacognitive awareness. Asian EFL Journal, 13(1), 272–300.
  • Tanner, K. D. (2012). Promoting student metacognition. Cell Biology Education, 11(2), 113–120.
  • Van Keer, H., & Vanderlinde, R. (2010). The impact of cross-age peer tutoring on third and sixth graders’ reading strategy awareness, reading strategy use, and reading comprehension. Middle Grades Research Journal, 5(1), 33–45.
  • Veenman, M. V. J. (2016). Metacognition. In P. Afflerbach (Ed.), Handbook of individual differences in reading (pp. 26–40). Routledge.
  • Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14. https://doi.org/10.1007/s11409-006-6893-0
  • Wahdah, N., Ainin, M., & Hamid, M. A. (2018). The relationship between personality traits of Dayakese students and their strategies in learning Arabic as a foreign language. Dinamika Ilmu, 18(2), 237–258.
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning? A content analysis of review literature. The Journal of Educational Research, 84(1), 30–43.
  • Weisberg, Y. J., DeYoung, C. G., & Hirsh, J. B. (2011). Gender differences in personality across the ten aspects of the Big Five. Frontiers in Psychology, 2(178), 1–11.
  • Zeidner, M., & Matthews, G. (2000). Intelligence and personality. In R. Sternberg (Ed.), Handbook of intelligence (pp. 581–610). Cambridge University Press.
  • Zhang, L., & Seepho, S. (2013). Metacognitive Strategy Use and Academic Reading Achievement: Insights from a Chinese Context. Electronic Journal of Foreign Language Teaching, 10(1), 54–69.

The Relation of Metacognition, Personality, and Foreign Language Performance

Year 2021, Volume: 8 Issue: 3, 103 - 115, 25.07.2021

Abstract

Metacognition is a significant predictor of learning and academic performance, including foreign-language performance. However, variations in metacognitive competence can be observed due to several factors, potentially including personality. Analytic survey research methods were implemented to examine the relation between metacognition and personality traits and their interaction with foreign-language performance. Data were collected from 244 participants via the Turkish Metacognitive Awareness Inventory, Basic Personality Traits Inventory, and records of foreign language performance grades. Spearman's correlation and multiple linear regression tests were used for data analysis. Results confirmed that Conscientiousness, Openness to Experience, and Agreeableness explained 20% of metacognitive knowledge, and 16% of metacognitive regulation was attributed to Conscientiousness and Openness to Experience. Compared to other language skills, it was merely reading performance correlating with metacognitive knowledge and metacognitive regulation. On the other hand, language use was positively correlated with metacognitive regulation. Regression analyses identified that only personality traits but not metacognition predicted foreign-language performances. Conscientiousness and Extraversion predicted reading performance, and Conscientiousness and Openness to Experience were significant predictors of language use performance. These findings may suggest that personality influences foreign language reading performance, language use performance, and metacognition. Therefore, pedagogical implications may reflect individual differences, especially when delivering foreign language instruction or metacognition training modules.

References

  • Akın, A., Abacı, R., & Çetin, B. (2007). The validity and reliability study of the Turkish version of the Metacognitive Awareness Inventory. Educational Science: Theory & Practice, 7(2), 655–680.
  • Alexander, P. A., Murphy, P. K., & Greene, J. A. (2012). Projecting educational psychology’s future from its past and present: A trend analysis. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues (pp. 3–32). American Psychological Association.
  • Ayhan, U., & Turkyilmaz, U. (2015). The use of metacognitive strategies and personality traits among Bosnian university students. Mevlana International Journal of Education, 5(2), 40–40.
  • Baker, L., & Brown, A. L. (1984). Cognitive monitoring in reading. In J. Flood (Ed.), Understanding reading comprehension (pp. 21–44). International Reading Association.
  • Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R. M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. The Reading Teacher, 61(1), 70–77.
  • Chamorro-Premuzic, T., & Furnham, A. (2003a). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37(4), 319–338. https://doi.org/10.1016/S0092-6566(02)00578-0
  • Chamorro-Premuzic, T., & Furnham, A. (2003b). Personality traits and academic examination performance. European Journal of Personality, 17(3), 237–250. https://doi.org/10.1002/per.473
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
  • Conard, M. A. (2006). Aptitude is not enough: How personality and behavior predict academic performance. Journal of Research in Personality, 40(3), 339–346. https://doi.org/10.1016/j.jrp.2004.10.003
  • Council of Europe. (2001). CEFR Levels. https://www.coe.int/en/web/common-european-framework-reference-languages/reference-level-descriptions
  • Cross, D. R., & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131–142. https://doi.org/10.1037/0022-0663.80.2.131
  • Curwen, M. S., Miller, R. G., White-Smith, K. A., & Calfee, R. C. (2010). Increasing teachers’ metacognition develops students’ higher learning during content area literacy instruction: Findings from the read-write cycle project. Issues in Teacher Education, 19(2), 127–151.
  • De Fruyt, F., & Mervielde, I. (1996). Personality and interests as predictors of streaming and achievement. European Journal of Personality, 10, 405–425.
  • Desoete, A., Roeyers, H., & Buysse, A. (2001). Metacognition and mathematical problem solving in grade 3. Journal of Learning Disabilities, 34(5), 435–447. https://doi.org/10.1177/002221940103400505
  • Digman, J. M., & Inouye, J. (1986). Further specification of the five robust factors of personality. Journal of Personality and Social Psychology, 50(1), 116–123.
  • Duff, A., Boyle, E., Dunleavy, K., & Ferguson, J. (2004). The relationship between personality, approach to learning, and academic performance. Personality and Individual Differences, 36(8), 1907–1920. https://doi.org/10.1016/j.paid.2003.08.020
  • Fayyaz, W., & Kamal, A. (2011). Personality traits and the metacognitive listening skills of English as a foreign language in Pakistan. Journal of Behavioral Sciences, 21(2), 59–76.
  • Fazeli, S. H. (2012). Use of the metacognitive English language learning strategies based on personality traits. Theory and Practice in Language Studies, 2(3), 531–539. https://doi.org/10.4304/tpls.2.3.531-539
  • Fielden, C., Kim, L. E., & MacCann., C. (2015). Extraversion. In J. Wright (Ed.), International encyclopedia of the social and behavioral sciences (2nd ed., pp. 623–627). Elsevier.
  • Fisher, R. (2002). Shared thinking: Metacognitive modelling in the literacy hour. Reading, 36(2), 63–67.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906–911.
  • Furnham, A., & Chamorro-Premuzic, T. (2004). Personality and intelligence as predictors of statistics examination grades. Personality and Individual Differences, 37, 943–955.
  • Furnham, A., Jackson, C. J., & Miller, T. (1999). Personality, learning style, and work performance. Personality and Individual Differences, 27, 1113–1122.
  • Gençöz, T., & Öncül, Ö. (2012). Examination of personality characteristics in a Turkish sample: Development of basic personality traits inventory. The Journal of General Psychology, 139(3), 37–41.
  • Goldberg, L. R. (1990). An alternative “description of personality.” The big-five factor structure. Journal of Personality and Social Psychology, 59(6), 1216–1229.
  • Goldberg, L. R. (1993). The structure of phenotypic personality traits. American Psychologist, 48(1), 26–34.
  • Gourgey, A. F. (1998). Metacognition in basic skills instruction. Instructional Science, 26, 81–96.
  • Hirschberg, N., & Itkin, S. (1978). Graduate student success in psychology. American Psychologist, 33, 1083–1093.
  • Kappe, R., & van der Flier, H. (2010). Using multiple and specific criteria to assess the predictive validity of the Big Five personality factors on academic performance. Journal of Research in Personality, 44(1), 142–145. https://doi.org/10.1016/j.jrp.2009.11.002
  • Kelly, D., & Donaldson, D. (2016). Investigating the complexities of academic success: Personality constrains the effects of metacognition. The Psychology of Education Review, 40(2), 17–24.
  • Kerndl & Aberšek, M. K. (2012). Teachers’ competence for developing reader’s reception metacognition. Problems of Education in the 21st Century, 46(1979), 52–61.
  • Klingner, J. K., Vaughn, S., & Schumm, J. S. (1998). Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms. The Elementary School Journal, 99(1), 3–22. https://doi.org/10.1086/461914
  • Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), 178–181. https://doi.org/10.1111/1467-8721.00088
  • Lucas, R. E., & Diener, E. (2001). Extraversion. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (1st ed., pp. 5202–5205). Elsevier.
  • Maltby, J., Day, L., & Macaskill, A. (2007). Personality, individual differences, and intelligence (2nd ed.). Prentice Hall.
  • McCrae, R. R., & Costa, P. T., J. (2003). Personality in adulthood: A five factor theory perspective. The Guilford Press.
  • Mccrae, R. R., & Costa, P. T. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52(1), 81–90.
  • Meyer, J., Fleckenstein, J., Retelsdorf, J., & Köller, O. (2019). The relationship of personality traits and different measures of domain-specific achievement in upper secondary education. Learning and Individual Differences, 69, 45–59. https://doi.org/10.1016/j.lindif.2018.11.005
  • Michalsky, T., Mevarech, Z. R., & Haibi, L. (2009). Elementary school children reading scientific texts: Effects of metacognitive instruction. The Journal of Educational Research, 102(5), 363–376. https://doi.org/10.3200/JOER.102.5.363-376
  • Muñiz-Swicegood, M. (1994). The effects of metacognitive reading strategy training on the reading performance and student reading analysis strategies of third grade bilingual students. Bilingual Research Journal, 18, 83–97. https://doi.org/10.1080/15235882.1994.10162659
  • O’Connor, M. C., & Paunonen, S. V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual Differences, 43(5), 971–990. https://doi.org/10.1016/j.paid.2007.03.017
  • Öz, H. (2016). The importance of personality traits in students’ perceptions of metacognitive awareness. Procedia-Social and Behavioral Sciences, 232, 655–667.
  • Ozturk, N. (2015). A short review of research on metacognition training. Journal of Educational and Instructional Studies in the World, 5 (3), 50–62.
  • Ozturk, N. (2017). Identifying the nature of metacognition instruction in reading classrooms (Unpublished doctoral dissertation). University of Maryland, College Park, Maryland.
  • Ozturk, N. (2019). A case study of metacognition in a foreign language reading context. Journal of Language Education and Research, 5(2), 192–212. https://doi.org/10.31464/jlere.584458
  • Ozturk, N., & Senaydın, F. (2019). Dichotomy of EFL reading: Metacognition vs. proficiency. Dil ve Dilbilimi Çalışmaları Dergisi, 15(2), 605–617.
  • Paris, S. G., Cross, D. R., & Lipson, M. Y. (1984). Informed strategies for learning: A program to improve children’s reading awareness and comprehension. Journal of Educational Psychology, 76(6), 1239–1252.
  • Pogrow, S. (2004). The missing element in reducing the learning gap: Eliminating the “blank stare.” Teachers College Record, 106(10), 11381.
  • Sanchez-Marin, M., Rejano-Infante, E., & Rodriguez-Troyano, Y. (2001). Personality and academic productivity in the university student. Social Behavior and Personality, 29(3), 299–305.
  • Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/ceps.1994.1033
  • Schwab, J. J. (1978). Science, curriculum, and liberal education: Selected essays. The Universty of Chicago Press.
  • Shuerger, J. M., & Kuma, D. L. (1987). Adolescent personality and school performance: A follow up study. Psychology in the Schools, 24, 281–285.
  • Takallou, F. (2011). The effect of metacognitive strategy instruction on EFL learners’ reading comprehension performance and metacognitive awareness. Asian EFL Journal, 13(1), 272–300.
  • Tanner, K. D. (2012). Promoting student metacognition. Cell Biology Education, 11(2), 113–120.
  • Van Keer, H., & Vanderlinde, R. (2010). The impact of cross-age peer tutoring on third and sixth graders’ reading strategy awareness, reading strategy use, and reading comprehension. Middle Grades Research Journal, 5(1), 33–45.
  • Veenman, M. V. J. (2016). Metacognition. In P. Afflerbach (Ed.), Handbook of individual differences in reading (pp. 26–40). Routledge.
  • Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14. https://doi.org/10.1007/s11409-006-6893-0
  • Wahdah, N., Ainin, M., & Hamid, M. A. (2018). The relationship between personality traits of Dayakese students and their strategies in learning Arabic as a foreign language. Dinamika Ilmu, 18(2), 237–258.
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning? A content analysis of review literature. The Journal of Educational Research, 84(1), 30–43.
  • Weisberg, Y. J., DeYoung, C. G., & Hirsh, J. B. (2011). Gender differences in personality across the ten aspects of the Big Five. Frontiers in Psychology, 2(178), 1–11.
  • Zeidner, M., & Matthews, G. (2000). Intelligence and personality. In R. Sternberg (Ed.), Handbook of intelligence (pp. 581–610). Cambridge University Press.
  • Zhang, L., & Seepho, S. (2013). Metacognitive Strategy Use and Academic Reading Achievement: Insights from a Chinese Context. Electronic Journal of Foreign Language Teaching, 10(1), 54–69.
There are 62 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Nesrin Ozturk 0000-0002-7334-8476

Publication Date July 25, 2021
Published in Issue Year 2021 Volume: 8 Issue: 3

Cite

APA Ozturk, N. (2021). The Relation of Metacognition, Personality, and Foreign Language Performance. International Journal of Psychology and Educational Studies, 8(3), 103-115.