文章基本信息

标题：Self-efficacy and Metacognition as Predictors of Iranian Teacher Trainees’ Academic Performance: A Path Analysis Approach
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作者：Behzad Ghonsooly ; Behzad Ghonsooly ; Gholam Hassan Khajavy 等
期刊名称：Procedia - Social and Behavioral Sciences
印刷版ISSN：1877-0428
出版年度：2013
卷号：98
页码：590-598
DOI：10.1016/j.sbspro.2014.03.455
语种：English
出版社：Elsevier
摘要：AbstractThis study aims to explore to what degree the in-service Iranian English teachers’ sense of self-efficacy and metacognitive awareness predict their academic performance A total number of 107 Iranian EFL teacher trainees at Farhangian University were asked to complete Teachers’ Sense of Self-Efficacy Scale (TSES) (Woolfolk & Hoy,1990) and Metacognitive Awareness Inventory for Teachers (MAIT) (Balcikanli, 2011). Results of the Path Analysis indicated that both metacognition and self-efficacy affect the academic performance. However, metacognition had a stronger effect. Also, results of t-test showed that there is no difference between males and females self-efficacy and metacognition.
关键词：self-efficacy;metacognition;academic perfromance;path analysis