Relationship between Metacognitive Awareness and Self-Efficacy of Secondary School Students

The aim of this study is to investigate the relationship between 6, 7 and 8th grade students’ metacognitive awareness and their self-efficacy perceptions. In addition, the researchers examined whether students' metacognitive awareness and self-efficacy perceptions have differed in terms of various variables. The study employs the relational survey model. The sample of the study is composed of 370 students who are in 6, 7 and 8th grade in the city center of Kütahya province. “The Metacognitive Awareness Scale for Children” and “The Self-Efficacy Scale for Children” have been used as data collection tools. In the analysis of the data; descriptive statistics, t-test, ANOVA and Pearson Product-Moment Correlation Coefficients have been used. In the study, it has been determined that students’ metacognitive awareness and their self-efficacy perceptions are at the good level. Students’ metacognitive awareness varies significantly in terms of gender and grade levels. Students’ self-efficacy perceptions vary in terms of gender and grade levels in all sub-dimensions. It has been found that there are significant differences in the academic self-efficacy sub-dimension and total self-efficacy perceptions of the students in terms of the number of books they read per month. In the study, positive and significant relationships have been determined between students’ metacognitive awareness and their self-efficacy perceptions