The Mediating Role of Metacognitive Processes in the Relationship between Personality Traits and Academic Achievement of University Students

Year 2021, Volume: 11 Issue: 3, 501 - 525, 01.12.2021

Ahmet Sapancı , Ali Güler

https://doi.org/10.19126/suje.974304

Abstract

Academic achievement, which has a critical role in preparing students for their future careers and being successful in many competitive fields, is undoubtedly one of the most important outcomes of their formal education life. For this reason, researches are conducted on many internal and external factors that contribute to the academic achievement of students. In this study, the mediating role of metacognitive processes in the relationship between university students' personality traits such as responsibility, openness to experience, agreeableness, neuroticism and extraversion and academic achievement was tested. Structural equation modeling was used in the research. The population of the research includes students attending the faculty of education of a state university located in the west of Turkey. The sample consisted of 1207 students determined by stratified sampling method. The Metacognitive Awareness Inventory developed by Schraw and Dennison (1994) and adapted into Turkish by Akın, Abacı and Çetin (2007) to measure students' metacognition in the study and the Adjective-Based Personality Test developed by Bacanlı, İlhan, and Aslan (2007) was used to measure students' personality traits. The personal information form developed by the researcher was used for demographic information and the general academic grade point average was used to determine the academic achievement of the students. As a result of the research, emotional instability and agreeableness dimensions of personality have a negative and significant relationship with metacognition; openness to experience and responsibility factors have a positive and significant relationship with metacognition. On the other hand, it was found that extraversion did not have a significant relationship with metacognition. It was determined that there was a positive and significant relationship between metacognition and academic achievement. The research hypothesis that metacognition plays a mediating role in the relationship between university students' personality traits such as responsibility, openness to experience, agreeableness, neuroticism and academic achievement has been confirmed. Factors other than extraversion of personality traits affect students' metacognition, and metacognition affects academic success. The relationship between personality and academic achievement is established through metacognition.

Keywords

Personality, metacognition, academic achievement

Üniversite Öğrencilerinin Kişilik Özellikleri ile Akademik Başarı Arasındaki İlişkide Üstbilişsel Süreçlerin Aracılık Rolü

Abstract

Öğrencilerin gelecekteki kariyerlerine hazırlanmaları, rekabet gerektiren pek çok alanda başarılı olabilmeleri için kritik bir role sahip olan akademik başarı, kuşkusuz örgün öğrenim yaşantılarının da en önemli çıktılarından biridir. Bu nedenle öğrencilerin akademik başarısına katkıda bulunan çok sayıda içsel ve dışsal faktöre ilişkin araştırmalar yapılmaktadır. Bu çalışmada üniversite öğrencilerinin kişilik özelliklerinden sorumluluk, deneyime açıklık, uyumluluk, nevrotiklik ve dışadönüklük boyutlarıyla akademik başarıları arasındaki ilişkide üstbilişsel süreçlerin aracılık rolü test edilmiştir. Yapısal eşitlik modellemeye dayalı olarak yürütülen araştırmanın evreni, Abant İzzet Baysal Üniversitesi Eğitim Fakültesi öğrencileri, örneklemi ise tabakalı örnekleme yöntemi ile belirlenen 1207 öğrenciden oluşmuştur. Araştırmada öğrencilerin üstbilişsel süreçlerini ölçmek için Schraw ve Dennison (1994) tarafından geliştirilen ve Akın, Abacı ve Çetin (2007) tarafından Türkçeye uyarlanan, Bilişötesi Farkındalık Envanteri; kişilik özelliklerini ölçmek için Bacanlı, İlhan ve Aslan (2007) tarafından geliştirilen Sıfatlara Dayalı Kişilik Testi kullanılmıştır. Demografik bilgiler için araştırmacı tarafından geliştirilen Kişisel Bilgi Formu, akademik başarının belirlenmesinde ise genel akademik not ortalaması (GANO) kullanılmıştır. Araştırma sonucunda kişiliğin duygusal dengesizlik ve yumuşak başlılık boyutlarının üstbiliş ile negatif yönlü anlamlı bir ilişkiye sahip olduğu; deneyime açıklık ve sorumluluk faktörlerinin üstbiliş ile pozitif yönlü anlamlı bir ilişkiye sahip olduğu; dışadönüklüğün ise üstbiliş ile anlamlı bir ilişkisinin olmadığı bulunmuştur. Üstbiliş ile akademik başarı arasında ise pozitif yönlü ve anlamlı bir ilişkinin olduğu belirlenmiştir. Üniversite öğrencilerinin kişilik özelliklerinden sorumluluk, deneyime açıklık, uyumluluk, nevrotiklik ile akademik başarıları arasındaki ilişkide üstbilişin aracılık rolü olduğuna yönelik araştırma hipotezi doğrulanmıştır. Kişiliğin dışadönüklük dışındaki faktörleri, öğrencilerin üstbilişlerini etkilemekte, üstbiliş ise akademik başarıyı etkilemektedir. Kişilik ile akademik başarı arasındaki ilişki üstbiliş aracılığı ile kurulmaktadır.

Keywords

Kişilik, üstbiliş, akademik başarı

References

• Atkinson, R.L., Atkinson, R.C., Smith, E., Bem, D, Hoeksema, S. (1996).Psikolojiye Giriş, Ankara: Arkadaş Yayınları.
• Akın, A. (2006). Başarı amaç oryantasyonu ile bilişötesi farkındalık, ebeveyn tutumları ve akademik başarı arasındaki ilişkiler. Yayımlanmış Yüksek Lisans Tezi, Sakarya: Sakarya Üniversitesi Sosyal Bilimler Enstitüsü.
• Bacanlı, H., İlhan, T., Aslan, S. (2009). Beş faktör kuramına dayalı bir kişilik ölçeğinin geliştirilmesi: Sıfatlara dayalı kişilik testi. Türk Eğitim Bilimleri Dergisi 7(2), 261-279. Balcı, A. (2009). Sosyal Bilimlerde Araştırma Yöntem, Teknik ve İlkeler. Ankara: Pegem Akademi.
• Busato, V., Prins F. J., Elshout, J.J. ve Hamaker, C. (2000). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and Individual Differences (29)1057-1068
• Burger, M. J. (2006). Kişilik. İstanbul: Kaknüs yayınları.
• Bidjerano, T. ve Yun Dai, D. (2007). The relationship between the big-five model of personality and self-regulated learning strategies. Learning and Individual Differences 17, 69–81
• Chamorro-Premuzic, T., Furnham, A. (2003). Personality Traits and Academic Examination Performance. European Journal of Personality, 17: 237–250
• Costa, P.; McCrae, R. (1992). Normal personality assesment in clinic pratice: The NEO personality inventory. Psychological Assesment, 4(1), 5-13.
• De Fruyt, F. ve Mervielde, I. (1996). Personality and interests as predictors of educational streaming and achievement. European Journal of Personality, 10, 405–425.
• De Raad, B. ve Schouwenburg, H. C. (1996). Personality in learning and education: a review. European Journal of Personality, 10, 303-336.
• Desoete, A.,Roeyers, H. (2002). Off-line metacognition – A domain-specific retardation in young children with learning disabilities. Learning disability quarterly.,25, 123-139.
• Diseth, A. (2003). Personality and Approaches to Learning as Predictors of Academic Achievement. European Journal of Personality, 17: 143–155.
• Duff, A., Boyle, E., Dunleavy, K. ve Ferguson, J. (2004). The relationship between personality, approach to learning and academic performance. Personality and Individual Differences, 36, 1907–1920
• Dunlosky, J. ve Thiede, K. W. (1998) What makes people study more? An evaluation of factors that affect people’s self-paced study and yield “labor-and-gain” effects. Acta Psychologica, 98, 37-56.
• Entwistle, N. (1988). Motivational factors in students' approaches to learning. In R. R. Schmeck, Learning strategies and learning styles (pp. 21-51). New York: Plenum Press.
• Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. Resnick (Ed.), The nature of intelligence (ss: 231-235). Hillsdale, NJ: Lawrence Erlbaum Associates.
• Furnham, A., Chamorro-Premuzic, T., McDougall, F. (2003). Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance. Learning and Individual Differences 14, 49–66
• Garner, R., ve Alexander, P. A. (1989). Metacognition: Answered and unanswered questions. Educational Psychologist, Vol:24, ss: 143-158.
• Hayat, A.A., Shateri, K., Amini, M., Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model. BMC Med Educ 20, 76 https://doi.org/10.1186/s12909-020-01995-9
• Jacobs, J. E., ve Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, Vol: 22, ss: 255-278. Kelly D & Donaldson D (2016) Investigating the complexities of academic success: Personality constrains the effects of metacognition. Psychology of Education Review, 40 (2), pp. 17-24
• Landine, J. R. (2004). Relationship between metacognitive approaches, motivation, locus of control, self-efficacy and academic achievement. Unpublished Master Thesis, New Brunswick: The University of New Brunswick.
• Letourneau, Ruth M. (2009). Predicting college success: Big five. Unpublished Dissertation. Fullerton: Master of Arts in Psychology Faculty of California State University. Matthews, G. (1997). Extroversion, emotion, and achievement: A cognitive–adaptive model. In G. Matthews (Ed.), Cognitive science perspectives on personality and emotion (pp. 339−442). Amsterdam: Elsevier.
• Matthews, G. ve Zeidner, M. (2004). Traits, states, and trilogy of mind: An adaptive perspective on intellectual functioning. In D. Y. Dai, & R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 143−174). Mahwah, NJ: Lawrence Erlbaum.
• 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.
• McCrae, R. ve Costa, P. (1988a). From catalog to classification: Murray’s needs and five factor model. Journal of Personality and Social Psychology, 55 (2)
• Noftle, E. E. ve Robins, R. W. (2007).Personality predictors of academic outcomes: Big five correlates of GPA and SAT scores. Journal of Personality and Social Psychology, Vol 93(1), 116-130.
• Pang, H. H. P. (2008). Big five personality traits and parental involment: contributing as predictors of academic performance in high school and college. Unpublished Dissertation for the degree of Doctor of Psychology. California: Alliant International University California School of Professional Psychology.
• Paris, S. G., Winograd, P. (1990). Promoting metacognition and motivation of exceptional children. Remedial and Special Education, Vol:11(6), ss: 7-15.
• Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, Vol: 92(3), ss:44–555
• Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135(2), 322–338. https://doi.org/10.1037/a0014996
• Slaats, A., van der Sanden, J. ve Lodewijks, H. (1997). Relating personality characteristics and learning style factors to grades in vocational education. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
• Schraw, G.(1998). Promoting general metacognitive awareness. Instructional Science, Vol: 26(1-2), 113-125.
• Somer, O.,Korkmaz, M., Tatar, A. (2004). Kuramdan uygulamaya beş faktör kişilik modeli ve beş faktör kişilik envanteri (5FKE). İzmir : Ege Üniversitesi Basımevi.
• I. Sorić, Z. Penezić, I. Burić (2017). The Big Five personality traits, goal orientations, and academic achievement Learning and Individual Differences, 54 (2017), pp. 126-134, 10.1016/j.lindif.2017.01.024
• Sleep CE, Lynam DR, Miller JD. A (2020). Comparison of the Validity of Very Brief Measures of the Big Five/Five-Factor Model of Personality. Assessment. 2021 Apr;28(3):739-758. doi: 10.1177/1073191120939160.
• Vermetten, Y.J., Lodewijks, H.G. ve Vermunt, J.D. (2001). The role of personality traits and goal orientations in strategy use. Contemporary Educational Psychology, 26, 149-170.
• Wells, A., & Cartwright-Hatton, S. (2004). A short form of the metacognitions questionnaire: Properties of the MCQ-30. Behaviour Research and Therapy, 42(4), 385–396. https://doi.org/10.1016/S0005-7967(03)00147-5