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- MakaleAçık Erişim2025Scopus SJRQ2The Relationship Between Metacognitive Beliefs and Salivary Cortisol, BDNF, and NDNF Levels: A Cross-Sectional Study
Okur, Süheyb; Bayraktar, Bülent; Tosun Köse, Fatma
Purpose: The main objective of this study is to non-invasively investigate the relationship between metacognitive beliefs and cortisol, the primary stress output of the hypothalamic-pituitary-adrenal (HPA) axis, as well as neurotrophic factors associated with neuroplasticity brain-derived neurotrophic factor and neuron-derived neurotrophic factor (BDNF and NDNF). Within this framework, the hypotheses that negative metacognitions would be associated with increased cortisol and decreased BDNF levels, and that cortisol might play a mediating role in this relationship, were tested. Method: The study was designed in a cross-sectional model with 60 university students. Participants' metacognitive beliefs were measured using the Metacognitions Questionnaire-30 (MCQ-30). Salivary cortisol, BDNF, and NDNF levels were analyzed using the ELISA method. Pearson correlation and hierarchical multiple regression analyses were used for data analysis. Finding: The results showed a significant positive relationship between the total metacognition score and cortisol (r = 0.589, p < 0.01) and a strong negative relationship between cortisol and BDNF (r = −0.662, p < 0.01). Hierarchical regression analysis supported a partial mediation model, indicating that dysfunctional metacognitive beliefs have both a significant direct negative association with BDNF and an indirect association mediated by cortisol. In the final model, both metacognition (β = –0.298, p < 0.05) and cortisol (β = –0.281, p < 0.05) were significant factors associated with lower BDNF levels. NDNF showed a positive relationship with BDNF (r = 0.571) but not with other variables. Conclusion: These findings point to a psychobiological model where dysfunctional metacognitive beliefs are linked to suppressed neuroprotective mechanisms like BDNF, both directly and indirectly through HPA axis activation. The results shed light on the potential neurobiological mechanisms underlying the effectiveness of metacognitive therapies.
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İncele - MakaleYalnız künye2024Scopus SJRQ1Middle School Students’ Problem Solving Performance: Identifying the Factors that Influence It
Öztürk, Mesut; Sarikaya, İsmail; Ada Yıldız, Kübra
This research was carried out to examine the serial mediation role of mathematics self-efficacy and metacognition for problem-solving in the effect of reading comprehension on problem-solving. The relational research model, one of the quantitative research designs, was used in the study. A total of 699 middle school students studying in official public schools in Turkey participated in the study. SPSS and PROCESS macros were used in the analysis of the data of the study. The study revealed that reading comprehension, mathematics self-efficacy, and metacognition were related to problem-solving. The result of the study showed that mathematics self-efficacy and metacognition significantly mediate the relationship between reading comprehension and problem-solving.
AtıfScopus10WoS7OpenAlex19İncele - MakaleYalnız künye2024Scopus SJRQ2Metacognitive training for algebra teaching to high school students: An action research study
Okumuş, Özlem; Öztürk, Mesut
Metacognition is an essential concept in mathematics education research. Studies indicate that high school students in Turkey must demonstrate expected success in learning mathematics in general and algebra in particular. To this end, the Ministry of National Education has initiated a mathematical mobilization in Turkey. Mathematics mobilization is a project that will adapt the learning of mathematics to daily life skills, making learning more accessible and ensuring that students love this course from an early age. In the initial interviews with teachers as part of this mobilization, teachers stated that high school students needed to exhibit sufficient metacognitive planning and monitoring strategies. Therefore, they required assistance in planning and monitoring their learning processes and motivating them to learn. The literature shows that metacognitive planning and monitoring are effective in teaching algebra. In this context, the research “How can metacognitive strategies be developed in high school students’ algebra learning?” seeks an answer to this problem. Based on preliminary teacher interviews, the researchers created action plans in collaboration with teachers. In the circular model, researchers tested these action plans and revised them. As a result of the cycle being repeated three times, researchers developed a teaching technique based on metacognitive planning and monitoring for high school students. The study's findings demonstrate that metacognitive training taught students metacognitive planning, monitoring, prediction, awareness, and motivation strategies.
AtıfScopus3WoS3OpenAlex4İncele - MakaleAçık Erişim2023Scopus SJRQ2Relationship between middle school students’ metacognition and problem-posing performance: A serial mediation analysis
Ada Yıldız, Kübra; Öztürk, Mesut
This study tests a model that predicts the problem-posing performance of sixth-grade students (independent variable metacognition, mediator variables mathematics and native language course success scores at the end of the year). The research was conducted with the relational model. The results regarding the mediation effect indicated that the mathematics course success scores and the native language course success scores were separately full mediators in the effect metacognition has on problem-posing performance. The results regarding serial mediation effect revealed that the mathematics course success scores and native language course success scores had a full mediating effect on the effect of metacognition on problem-posing performance.
AtıfScopus3OpenAlex2İncele - MakaleYalnız künye2021Scopus SJRQ1An embedded mixed method study on teaching algebraic expressions using metacognition-based training
Öztürk, Mesut
That the students are aware of the learning process and know how they learn is important in terms of both controlling their previous learning and building their new learning on the previous ones. This thinking process, which generally requires metacognitive skills, may facilitate the difficulties experienced by the students while passing on from arithmetic to algebraic thinking. This study had two purposes:(1) to examine the effect of the IMPROVE method, a metacognitive training method, on the academic achievement of middle school students regarding algebraic expressions and (2) to examine the teaching process of algebraic expressions with IMPROVE. This study was conducted as an embedded mixed design. Forty-nine sixth grade students participated in the quantitative part of the study, while only six students from the experimental group participated in the qualitative part. The quantitative results of the study showed that there was a significant difference between the students’ total achievement scores regarding algebraic expressions and the achievement scores in the questions requiring high-level thinking skills in favor of the experimental group. It has been found in the comparisons made based on cognitive field levels that there is a statistically significant difference in favor of the group that received metacognition-based education in synthesis level questions. The qualitative results indicated that this teaching method increased students’ interest, contributed to their conceptual learning and improved their various affective characteristics. Also, it has been determined that the students who receive metacognition-based education do enjoy learning with this teaching method and that they think this method should be sustainable for the upcoming lessons.
AtıfScopus15WoS10OpenAlex22İncele - Yüksek Lisans TeziAçık Erişim2019Fen bilgisi öğretmen adaylarının öğretim becerilerinin öz değerlendirme yöntemiyle incelenmesi
Elif Başaran
Yapılan çalışmada öğretmen adaylarının sınıf içi öğretim becerilerini ne düzeyde kazanmış oldukları öz değerlendirme formu kullanarak incelenmesi amaçlanmıştır. Bu sayede öğretmen adayları mesleki gelişimleri için ihtiyaç duydukları öğrenmeleri anlayıp özümsemede adaylara katkı sağlayacağı düşünülmektedir. Araştırma tarama modelinde yürütülmüştür. Araştırmada çalışma grubunu 2017-2018 öğretim yılı bahar döneminde Bayburt Eğitim Fakültesi'nde fen bilgisi öğretmenliği 4. Sınıfta öğrenim gören 36 lisans öğrencisi oluşturmaktadır. Araştırma verileri, araştırmacı tarafından geliştirilen ve fen bilgisi öğretimi programında yer alan özel öğretim yöntemleri dersinde uygulanan öz değerlendirme formu ve yarı yapılandırılmış görüşme formu ile toplanılmıştır. Araştırmada toplanan veriler betimsel ve içerik analizi yoluyla çözümlenmiştir. Araştırmada Fen Bilgisi öğretmen adaylarının öğretim sürecinin planlama aşamasında derste yapacakları etkinlikleri nasıl değerlendireceklerini önceden belirledikleri saptanmıştır. Bu bağlam öğretmen adaylarının büyük çoğunluğunun öğretim becerilerinin önemli bir aşaması olan planlamaya ilişkin yeterliliklerinin olduğu söylenebilir.
- MakaleAçık Erişim2019Scopus SJRQ3Cognitive analysis of constructing algebraic proof processes: A mixed method research *
Öztürk, Mesut; Kaplan, Abdullah
This study aimed in order to investigate cognitive aspects of the processes of constructing algebraic proofs of pre-service and service secondary math teachers. We used explanatory sequential design from mixed research methods in the study. Secondary math teachers working in the province east of Turkey and pre-service secondary math teacher in this province participated to the study. Quantitative data of the study were collected through a “Proving Diagnostic Test” and qualitative data were gathered from the participants through a think aloud protocol. We used two different activity cards that each of them included one algebraic proof question in the think aloud protocol. Quantitative data were analyzed using descriptive and inferential statistics. Content analysis was applied to qualitative data. The study show that the cognitive skills performed by pre-service and service secondary math teachers emerge five categories: read the proposition of the proof, evaluating the correctness, determining strategies, carry out plans and heuristic shortcuts thinking strategy. Eight categories were identified in the theme (context of) of meta-cognitive skills. These categories are: facilitating the operations, questioning, awareness, planning, strategy determination, controlling, correlating, and analogical reasoning.
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