Investigation of the Metacognition Level and Life Satisfaction of the University Students Studying in Preschool Teaching and Child Development Programs
The main aim of this research is to investigate the metacognition levels and life satisfaction levels of the university students studying in preschool teaching and child development programs. The relational screening model was used in the research. The study group of the research consists of 167 uni...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | EN TR |
| Publicado: |
Muhammed Yıldız
2018
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/bc0fe481489a40cdb6bc159e9cc54e24 |
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| Sumario: | The main aim of this research is to investigate the metacognition levels and life satisfaction levels of the university students studying in preschool teaching and child development programs. The relational screening model was used in the research. The study group of the research consists of 167 university students studying in the preschool teaching undergraduate program and studying in the child development associate degree program of 2 private universities in 2017-2018 academic year in Istanbul province. ‘Personal Information Form’, ‘Metacognition Questionnaire-30’ and ‘Satisfaction With Life Scale’ were used as data collection tools in the research. The data were analyzed using the SPSS 20.0 program. The results obtained from the research are as follows: Significant reltionship was determined between the metacognition level and life satisfaction level of the students studying at preschool teaching and child development programs. The metacognition level of the students studying at preschool teaching and child development programs did not vary significantly by the type of university and program and grade level; but varied significantly by age, number of sibling, the reasons of choosing preschool teaching/child development program and parental attitude they perceive. The life satisfaction level of the students studying at preschool teaching and child development programs did not vary significantly by the type of university and program, age and number of sibling; but varied significantly by the grade level, reasons of choosing preschool teaching/child development program and parental attitude they perceive.
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