The Mediating Role of Self-Control-Self-Management in the Relationship between Metacognitive Awareness and Deep and Surface Learning Approaches

Abstract

The purpose of this study is to test the mediating role of self-control-self-management in the relationship between metacognitive awareness and deep and surface learning approaches. For this purpose 266 education faculty students responded to Metacognitive Awareness Scale, Self-Control -Self-Management Scale and Learning Approaches Scale. According to the results of the structural equation modeling tested by AMOS, metacognitive awareness predicted deep learning approach positively and surface learning approach negatively, and self-control-self-management played a mediating role in this relationship. The research contributed to the understanding of the relationship between metacognitive awareness and learning approaches by revealing that self-control-self -management skills is a crucial mechanism whereby metacognition exerts its effect on learning approaches.