Investigating the relationship between university students' classroom engagement and metacognitive awareness

Metacognitive awareness is an important condition that affects many important skills such as academic success, critical thinking, creative thinking, and classroom engagement in classes. Classroom engagement is a situation that increases the success of students, actively participates in the lessons, contributes to the lessons, and contributes to active listening and activities cognitively, emotionally and behaviorally. There are not many academic studies between metacognitive awareness and participation in classes. This research is designed in correlational research model and aims to reveal the relationship between metacognitive awareness and classroom engagement. In the research, metacognitive awareness inventory and general classroom engagement scale were used. The research was carried out by cluster sampling method in Gaziantep University Education Faculties and BESYO colleges. 289 university students participated in the study. The data collected in the study were analyzed with percentage, frequency, correlation and regression analyzes. As a result of the research, it was revealed that there is a moderate to high relationship between university students' participation in classes and their metacognitive awareness As a result of the regression analysis, it was found that metacognitive awareness explained 44% of the variance in attendance scores and 36% monitoring subdimendion. Therefore, it can be concluded that students with high metacognitive awareness attend the lessons more and give importance to participation in the lessons. It was concluded that the dimensions of planning, monitoring, situational knowledge and explanatory knowledge generally affect participation in the course. In this sense, it is considered important to develop these skills of students..