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

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dc.authoridYegen, Berrak/0000-0003-0791-0165
dc.authoridYegen, Berrak C./0000-0003-0791-0165;
dc.authorwosidYegen, Berrak/O-6652-2017
dc.authorwosidYegen, Berrak C./ABA-1986-2020
dc.authorwosidYegen, Berrak/ABA-3274-2020
dc.authorwosidBakirci, Nadi/AAH-6894-2019
dc.contributor.authorGayef, Albena
dc.contributor.authorGulpinar, Mehmet Ali
dc.contributor.authorBakirci, Nadi
dc.contributor.authorYegen, Berrak C.
dc.date.accessioned2024-06-12T11:07:31Z
dc.date.available2024-06-12T11:07:31Z
dc.date.issued2018
dc.departmentTrakya Üniversitesien_US
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).en_US
dc.identifier.doi10.2399/yod.17.017
dc.identifier.endpage44en_US
dc.identifier.issn2146-796X
dc.identifier.issn2146-7978
dc.identifier.issue1en_US
dc.identifier.startpage33en_US
dc.identifier.trdizinid303956en_US
dc.identifier.urihttps://doi.org/10.2399/yod.17.017
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/303956
dc.identifier.urihttps://hdl.handle.net/20.500.14551/22079
dc.identifier.volume8en_US
dc.identifier.wosWOS:000440547300005en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherTuba-Turkish Acad Sciencesen_US
dc.relation.ispartofYuksekogretim Dergisien_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectLearner's Characteristicsen_US
dc.subjectPerformance Evaluationen_US
dc.subjectPostgraduate Educationen_US
dc.subjectAchievement Goalsen_US
dc.subjectMedical-Studentsen_US
dc.titleRelationship Between Motivational Orientations, Metacognitive Adaptations and Academic Successes of Doctorate Studentsen_US
dc.typeArticleen_US

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