Investigation of the Relationship of Self-Efficacy, Self-Regulation and Metacognitive Awareness with Academic Performance through Artificial Neural Networks

Metacognition is defined as individuals having knowledge and control over their own cognitive systems. Self-efficacy for teacher candidates is defined as a teacher's belief in the capacity or ability of his students to create the desired learning outcomes. Self-regulatory learning, on the other hand, is defined as thoughts, feelings and actions that are planned and applied cyclically to achieve an individual goal. In this study, it was aimed to examine the relationship between self-efficacy, self-regulation and metacognitive awareness scores and academic performance. In other studies, in the relevant literature, the relationship between academic performance and three variables, whose relationship with academic performance is examined separately, will be examined as a whole. At the same time, it will be checked whether there is a significant difference between the groups in three variable scores according to various variables. Since the aim of the research is to examine the relationship between the factors affecting the self-efficacy, self-regulation and metacognitive awareness scores of teacher candidates and the variables in question and academic performance, the relational screening model suitable for these purposes will be used. The population of the research consists of teacher candidates studying in the 2022-2023 academic year at the faculty of education at a state university in the Aegean Region. The appropriate sampling method was used for data collection. Teacher Self-Efficacy Scale adapted to Turkish by Çapa, Çakıroğlu and Sarıkaya (2005), Self-regulatory Learning Skills Scale developed by Turan (2009), and Metacognitive Awareness Scale developed by Fırat Durdukoca and Arıbaş (2019) were used as data collection tools. As a result of the research, no significant difference was found in the variables of gender, department, quality of the family residence. It was determined that there was no significant relationship between family and student income variables and scale scores. In the class variable, it was found that there was a significant difference in favor of upper classes according to the three scale scores. In addition, it was determined that the three scale scores explained 47% of the total variance in academic performance.