Metacognition and cognitive flexibility as predictors of academic motivation in sports Science Faculty Students

Individuals' ability to master their own thoughts and develop cognitive adaptation to new situations can also positively affect their academic motivations. In this study, it was aimed to determine the relationship between metacognitive awareness, cognitive flexibility and academic motivation of sports science faculty students and the power of metacognition and cognitive flexibility to explain their academic motivation levels. Relational screening model was used in the research. The population of the research is students of sports science faculties, and the sample group is 1st and 4th grade students. Quota sampling technique was used in the research. A total of 418 people studying in seven regions of Turkey participated in the research. Data was obtained with the help of e-forms and physical forms. Personal Information Form, Metacognitive Awareness Scale (CPAS), Cognitive Flexibility and Control Scale (BEAS) and Academic Motivation Scale (AGS) were used as data collection tools in the study. Percentage (%) and frequency (f) were used in descriptive statistics to analyze the data. Independent sample t-test was used to compare two groups, and one-way analysis of variance (ANOVA) was used to compare more than two groups. The Scheffe test was employed for identifying significant differences obtained from the ANOVA results. Pearson correlation coefficient (r) was calculated to examine the relationship between variables. The dependent variable of the research is academic motivation, and the independent variable is cognitive flexibility and metacognitive awareness. Multiple linear regression analysis was conducted to identify predictors of academic motivation. As a result of the research, correlation analysis between dependent and independent variables revealed a statistically significant relationship between metacognitive awareness and cognitive flexibility; cognitive flexibility and academic motivation; metacognitive awareness and academic motivation (p<0.001). There was a moderate positive correlation between metacognitive awareness and cognitive flexibility (r=0.424); cognitive flexibility and academic motivation (r=0.387); metacognitive awareness and academic motivation (r=0.672) in a statistically significant manner. Finally, it was determined that the level of metacognitive awareness significantly predicted academic motivation at β=0.632; p<0.000 level, and cognitive flexibility variable predicted academic motivation at β=0.084; p<0.043 level. It was concluded that the variance in academic motivation scores of sports sciences faculty students was explained by their cognitive flexibility and metacognitive awareness. According to the results obtained, the hypothesized model was confirmed. In addition, analyzes of the demographic variables discussed within the scope of the research are given in detail in the text. As a result of the research, it was revealed that the two variables together explained 45% of the total variance on academic motivation.