Publication:
Relationship Between Motivational Orientations, Metacognitive Adaptations and Academic Successes of Doctorate Students

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dc.contributor.authorYEGEN, BERRAK
dc.contributor.authorsGayef, Albena; Gulpinar, Mehmet Ali; Bakirci, Nadi; Yegen, Berrak C.
dc.date.accessioned2022-04-25T00:11:21Z
dc.date.available2022-04-25T00:11:21Z
dc.date.issued2018
dc.description.abstractMotivational orientations and metacognitive adaptations displayed in difficult situations are the two major factors that affect the academic success of students. The aim of this study is to examine relationship between motivational orientations, metacognitive adaptations and academic successes of doctorate students attending to Health Sciences Institute. In this study conducted on 139 students The Modified Archer's Health Professions Motivation Survey, The Positive Metacognitions and Positive Meta-Emotions Questionnaire and performance evaluation forms were used. In the study where metacognitive adaptation levels of doctorate students were found high, their self-confidence levels in extinguishing perseverative thoughts and emotions were found to be significantly different in comparison to their levels of goal orientations towards performance, academic alienation and their use of superficial learning strategies. Their self-confidence levels in interpreting own emotions as cues, restraining from immediate reaction and mind setting for problem solving, establishing flexible and feasible hierarchy of goals were also found to be significantly different in comparison to their levels of academic alienation, use of metacognitive learning strategies, and internal control (p<0.05). It was also observed that academic success of the students at course and thesis stages were found to be significantly different as compared to their level of metacognitive learning strategies, self-confidence levels for setting flexible/feasible hierarchy of goals (p<0.05).
dc.identifier.doi10.2399/yod.17.017
dc.identifier.eissn2146-7978
dc.identifier.issn2146-796X
dc.identifier.urihttps://hdl.handle.net/11424/263888
dc.identifier.wosWOS:000440547300005
dc.languageeng
dc.publisherDEOMED PUBL, ISTANBUL
dc.relation.ispartofYUKSEKOGRETIM DERGISI
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectLearner's characteristics
dc.subjectperformance evaluation
dc.subjectpostgraduate education
dc.subjectACHIEVEMENT GOALS
dc.subjectMEDICAL-STUDENTS
dc.subjectPERFORMANCE
dc.subjectUNIVERSITY
dc.titleRelationship Between Motivational Orientations, Metacognitive Adaptations and Academic Successes of Doctorate Students
dc.typearticle
dspace.entity.typePublication
local.avesis.idfb582d3a-2d73-4151-ba2b-c7754e62b1e0
local.import.packageSS39
local.indexed.atWOS
local.journal.numberofpages12
oaire.citation.endPage44
oaire.citation.issue1
oaire.citation.startPage33
oaire.citation.titleYUKSEKOGRETIM DERGISI
oaire.citation.volume8
relation.isAuthorOfPublicatione4eaf9ac-f8dc-4e2b-b940-895cc906790d
relation.isAuthorOfPublication.latestForDiscoverye4eaf9ac-f8dc-4e2b-b940-895cc906790d

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