BEDEN EĞİTİMİ VE SPOR YÜKSEKOKULU ÖĞRENCİLERİNİN BİLİŞÖTESİ ÖĞRENME STRATEJİLERİ VE AKADEMİK ÖZ-YETERLİKLERİ

The purpose of this study was to analyze perceived levels of metacognitive learning strategies and academic self-efficacy perception of physical education and sport school students according to some demographic variables, and to determine the relationship between metacognitive learning strategies and academic selfefficacy perception. A sample of 348 (Mage = 21.84 ± 2.49, 143 female and 205 male) physical education and sport school students from Karadeniz Technical University and Erzincan University provided responses. Metacognitive Learning Strategies Scale and Academic Self-Efficacy Scale were used to collect data. Descriptive statistical methods, t test, ANOVA, correlation analysis were used in the data analysis. The results of analysis indicated that metacognitive learning strategies of the students were at the middle level and their academic self-efficacy perceptions were above the middle level. There were significant differences between metacognitive learning strategies and gender of the students. Male students were found to have higher metacognitive learning strategies scores. No significant differences were found in terms of variables of department and year of study. There were also no significant differences between the academic self-efficacy perceptions of the students and their genders, departments and year of study. On the other hand, results of the study showed positive correlations between metacognitive learning strategies, academic self-efficacy, and academic success of physical education and sport school students.