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Relations of Gender and Socioeconomic Status to Physics Through Metacognition and Self-Efficacy

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  • Sevda Yerdelen-Damar
  • Haki Pesman

Abstract

The authors explored how gender and socioeconomic status (SES) predicted physics achievement as mediated by metacognition and physics self-efficacy. Data were collected from 338 high school students. The model designed for exploring how gender and SES-related differences in physics achievement were explained through metacognition and physics self-efficacy was tested. The result showed that metacognition and physics self-efficacy could explain gender- and SES-related differences in physics achievement. In addition, it was observed that physics self-efficacy mediated the relation of metacognition to physics achievement whereas metacognition did not. This finding means that metacognition contributed to physics achievement through physics self-efficacy.

Suggested Citation

  • Sevda Yerdelen-Damar & Haki Pesman, 2013. "Relations of Gender and Socioeconomic Status to Physics Through Metacognition and Self-Efficacy," The Journal of Educational Research, Taylor & Francis Journals, vol. 106(4), pages 280-289, July.
    • Handle: RePEc:taf:vjerxx:v:106:y:2013:i:4:p:280-289
    DOI: 10.1080/00220671.2012.692729
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    Cited by:

    1. Christian Sunday Ugwuanyi & Marcus Jideofor Ezema & Emmanuel Ifeanyi Orji, 2023. "Evaluating the Instructional Efficacies of Conceptual Change Models on Students’ Conceptual Change Achievement and Self-Efficacy in Particulate Nature Matter in Physics," SAGE Open, , vol. 13(1), pages 21582440231, February.

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