Prediciting Pre-service Science Teachers’ Science Teaching Efficacy Beliefs through their Metacognitive Learning Orientations and Metacognitive Self-Regulation

Abstract

The purpose of the present study was to examine the extent to which metacognitive science learning orientations and metacognitive self-regulation predicted pre-service science teachers’ science teaching efficacy beliefs. A total of 224 pre-service science teachers from different universities participated in the study. Data were collected through Science Teaching Efficacy Belief Instrument, Self-Efficacy and Metacognition Learning Inventory and Science and Motivated Strategies for Learning Questionnaire. Stepwise multiple linear regression analysis was used to analyze the data. Results showed that constructivist connectivity and learning risks awareness from the dimensions of metacognitive learning orientations and metacognitive self-regulation significantly predicted science teaching efficacy beliefs. The model explained 27% of the variation in efficacy scores. Based on findings, it can be said that pre-service teachers who connect different information across various science learning environments, are aware of challenges in their learning, and use metacognitive learning strategies tend to have high efficacy beliefs