Relations of Gender and Socioeconomic Status to Physics Through Metacognition and Self-Efficacy

Sevda Yerdelen-Damar and Haki Pesman

The Journal of Educational Research, 2013, vol. 106, issue 4, 280-289

Abstract: The authors explored how gender and socioeconomic status (SES) predicted physics achievement as mediated by metacognition and physics self-efficacy. Data were collected from 338 high school students. The model designed for exploring how gender and SES-related differences in physics achievement were explained through metacognition and physics self-efficacy was tested. The result showed that metacognition and physics self-efficacy could explain gender- and SES-related differences in physics achievement. In addition, it was observed that physics self-efficacy mediated the relation of metacognition to physics achievement whereas metacognition did not. This finding means that metacognition contributed to physics achievement through physics self-efficacy.

Date: 2013
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DOI: 10.1080/00220671.2012.692729

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