An Investigation of the Relationship between Prospective Teachers' Self-Management and Self-Control Skills, Metacognition and E-Mobile Learning Readiness Perceptions

• Published in: Acta Educationis Generalis Vol. 12; no. 2; pp. 163 - 188
• Main Authors: Gözüm, Ali Ibrahim Can, Demir, Özden
• Format: Journal Article
• Language: English
• Published: Sciendo, a company of De Gruyter Poland 01-06-2022; Sciendo
• Subjects: Electronic Learning; Foreign Countries; Learning Readiness; Metacognition; mobile learning; Preservice Teachers; Self Control; Self Management; Student Attitudes; Turkey
• ISSN: 2585-7444; 2585-7444
• DOI: 10.2478/atd-2022-0019

Introduction: This study aims to investigate the relationship between prospective teachers' self-management and self-control skills, metacognition, and e-mobile learning readiness perceptions. Methods: This study adopted a procedural model that was relational screening in nature. This study was conducted with 303 prospective teachers who attended Primary School Classroom Teaching, Primary School Science Teaching, Pre-school Teaching, and Psychological Counseling and Guidance departments in a State University Education Faculty in Turkey. In this study the "Self-control and self-management scale", the "Metacognition scale" and the "E-Mobile learning readiness scale" were used as data collection tools. It was determined that the data collection tools used in the study were valid and reliable. Results: According to the results of the study, mobile learning readiness perception is positively affected by metacognition. Metacognition is positively affected by Self-management and Self-control Skills. In the study, the effects of e-mobile learning readiness perceptions on both metacognition and self-management and self-control skills were discussed in accordance with the proposed model. Discussion: The aim of this study is to determine the relationships between the variables of prospective teachers' self-management and self-control skills, metacognition and e-mobile learning readiness perceptions. Four hypotheses in the proposed model were discussed according to the literature. Limitations: This study was conducted only with the participants consisting of teacher candidates at a state university in Turkey. However, the participants of the research can be expanded with different teaching areas of higher education. Conclusions: Prospective teachers' self-regulation, self-assessment and control skills positively affect their metacognition skills. The metacognition skill of prospective teachers has a positive effect on mobile learning readiness perception.