Show simple item record

dc.contributor.authorOz, Huseyin
dc.date.accessioned2019-12-17T09:14:43Z
dc.date.available2019-12-17T09:14:43Z
dc.date.issued2016
dc.identifier.issn1877-0428
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2016.10.090
dc.identifier.urihttp://hdl.handle.net/11655/20580
dc.description.abstractThis study sought to investigate the role of personality traits on metacognitive awareness among preservice English teachers in a Turkish context. A total of 102 students participated in the study. The International Personality Item Pool (IPIP; Goldberg, 2001) and the Metacognitive Awareness Inventory (MAI; Schraw & Dennison, 1994) were used to measure the participants' perceptions of their personality traits and metacognitive awareness. Findings revealed a statistically significant relationship between personality traits and metacognitive awareness. The analysis of moment structures (AMOS) indicated that personality traits have a strong predictive power in determining metacognitive awareness among the participants, accounting for 29% of the variance in the knowledge of cognition (KOC) component and 28% of the variance in the regulation of cognition (ROC) component. The scrutiny of multiple squared correlations further revealed that openness to experience and extraversion emerged as the strongest predictors of academic motivation, respectively. These findings are interpreted to provide a better understanding of the importance of personality traits, especially the Big-Five personality traits, in students' impressions of their metacognitive awareness in learning a second or a foreign language (L2). (C) 2016 The Authors. Published by Elsevier Ltd.
dc.language.isoen
dc.publisherElsevier Science Bv
dc.relation.isversionof10.1016/j.sbspro.2016.10.090
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEducation & Educational Research
dc.titleThe Importance Of Personality Traits In Students' Perceptions Of Metacognitive Awareness
dc.typeinfo:eu-repo/semantics/conferenceObject
dc.relation.journalInternational Conference On Teaching And Learning English As An Additional Language, Globelt 2016
dc.contributor.departmentYabancı Diller Eğitimi
dc.identifier.volume232
dc.identifier.startpage655
dc.identifier.endpage667
dc.indexingWoS


Files in this item

This item appears in the following Collection(s)

Show simple item record