The Relation Between The Metacognition, Thinking Styles and The Academic Achievement Of Preservice Elemantary Teachers

This study aimed to determinethe relationships among student-teachers’ metacognition, thinking styles, and the academic achievement. Relational survey model is used. Sample of the research is composed of 213 student teachers studying at elementary teachers education department. The data of the research was collected by two different scales; Inventory of Thinking Styles and The Scale of Metacognitive Skills. In order to analyze the data, T-test, Pearson product moment correlation, and multiple linear regression analysis are used. According to the findings of the research, the metacognition levels of the student-teachers were positively related to some dimensions of the thinking styles and general academic point average (GPA) variable. The prediction power of all sub-dimensions of thinking styles for the level of metacognition was found as statistically significant. The prediction power of the metacognition levels and academic achievement was significant according to the analysis results findings.