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Modeling the relationship between academic self-efficacy, metacognitive thinking skills, career plan, and academic motivation

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  • Menşure Alkış Küçükaydın

    (Necmettin Erbakan University)

Abstract

The fact that pre-service teachers have self-efficacy, the belief that they can succeed in an academic job, activates their metacognitive thinking skills (MTS). Previous studies have indicated that individuals' academic self-efficacy (ASF) is important for metacognitive thinking. However, variables such as academic motivation (AcM) and career planning might also be effective. In this regard, the present study attempts to examine the role of pre-service teachers’ career plans in the relationship between AcM and MTS and the mediating role of AcM with the structural equation model. To this end, 639 pre-service teachers were employed for the study which adopts a cross-sectional research model. Data analysis indicated positive relationships between AcM, ASF, and MTS. In addition, according to the findings, the career plan acts as a moderator between ASF and MTS. Suggestions for new studies were presented within the scope of the limitations of the study.

Suggested Citation

  • Menşure Alkış Küçükaydın, 2024. "Modeling the relationship between academic self-efficacy, metacognitive thinking skills, career plan, and academic motivation," Quality & Quantity: International Journal of Methodology, Springer, vol. 58(2), pages 1113-1130, April.
    • Handle: RePEc:spr:qualqt:v:58:y:2024:i:2:d:10.1007_s11135-023-01691-y
    DOI: 10.1007/s11135-023-01691-y
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