The relationship between secondary school students' math-oriented epistemological beliefs and metacognitive awareness levels (Afyonkarahisar sample)

The aim of this study is to determine the relationship between the mathematics-oriented epistemological beliefs of secondary school students and their metacognitive awareness levels. The sample of this study, which was designed with the relational survey model, one of the quantitative research methods, consists of 494 secondary school students studying in Afyonkarahisar in the 2021-2022 academic year. The "Mathematics-Oriented Epistemological Belief Scale" developed by İlhan and Çetin (2013) and "Metacognitive Awareness Scale for Children" developed by Sperling, Howard, Miller, and Murphy (2002) AND adapted into Turkish by Karakelle and Saraç (2007) were used. As a result of the descriptive analyses, it was seen that the students' math-oriented epistemological belief "Belief that Learning Depends on Effort" dimension was at a high level, while the "Belief that Learning Depends on Ability" and "Belief that There is Only One Truth" dimensions were at a moderate level. It has been determined that metacognitive awareness levels are high. As a result of correlation analysis, while a moderate and positive relationship between metacognitive awareness and "belief that learning depends on effort", and a weak and negative relationship between metacognitive awareness and "belief in the existence of only one truth" were found, the relationship between metacognitive awareness and "belief that learning depends on talent" is not significant. As a result of the simple linear regression analysis, it was found that the students' "belief that learning depends on effort" was a significant predictor of their metacognitive awareness dimension. Keywords: Epistemological belief, mathematics-oriented epistemological belief, metacognition, metacognitive awareness.