An Investigation of the Relationships between Metacognition and Self- Regulation with Structural Equation

Abstract

The purpose of this study is to examine the relationships between metacognition and self-regulation. The sample of study consists of 422 primary education students who were enrolled in different programs at Sakarya, in Turkey. In this study, Metacognitive Learning Inventory-Science and Perceived Self-regulation Scale were used. The relationships between metacognition and selfregulation were examined using correlation analysis and the hypothesis model was tested through structural equation modeling. In correlation analysis, metacognition, and self-regulation were found positively. The model demonstrated fit (χ2= 1014.86,df=551, p=.00, RMSEA=.038, GFI=.99, AGFI=.99, CFI=.99, NFI=.99, IFI=.99, RFI=.99, SRMR=.008). According to results metacognition was predicted positively by self-regulation. Results were discussed in the light of literature © 2014 IOJES. All rights reserved