p-ISSN 2146-796X
e-ISSN 2146-7978
Yunus Söylet,
Recep Öztürk,
Salih Murat Akkın,
Süphan Nasır
2018 Volume 8
Deomed Publishing
Çevrimiçi Erken Baskı / Online Preprint Issue
Original Empirical Research
Received: October 7, 2016; Accepted: July 24, 2017; Published online: March 20, 2018
doi:10.2399/yod.17.017; Copyright © 2018, Deomed
Relationship Between Motivational Orientations, Metacognitive Adaptations and Academic Successes of Doctorate Students*
Albena Gayef1 (E-mail), Mehmet Ali Gülpınar2, Nadi Bakırcı3, Berrak Ç. Yeğen3
1Department of Medical Education, Faculty of Medicine, Trakya University, Edirne, Turkey; 2Department of Medical Education, Faculty of Medicine, Marmara University, Istanbul, Turkey; 3Department of Public Health, School of Medicine, Acıbadem University, Istanbul, Turkey; 4Department of Physiology, Faculty of Medicine, Marmara University, Istanbul, Turkey
*This research was derived from the doctoral thesis conducted at the Marmara University Health Sciences Institute Medical Education Doctorate Programme.
Motivational orientations and metacognitive adaptations displayed in difficult situations are the two major factors that affect the academic success of students. The aim of this study is to examine relationship between motivational orientations, metacognitive adaptations and academic successes of doctorate students attending to Health Sciences Institute. In this study conducted on 139 students The Modified Archer's Health Professions Motivation Survey, The Positive Metacognitions and Positive Meta-Emotions Questionnaire and performance evaluation forms were used. In the study where metacognitive adaptation levels of doctorate students were found high, their self-confidence levels in extinguishing perseverative thoughts and emotions were found to be significantly different in comparison to their levels of goal orientations towards performance, academic alienation and their use of superficial learning strategies. Their self-confidence levels in interpreting own emotions as cues, restraining from immediate reaction and mind setting for problem solving, establishing flexible and feasible hierarchy of goals were also found to be significantly different in comparison to their levels of academic alienation, use of metacognitive learning strategies, and internal control (p<0.05). It was also observed that academic success of the students at course and thesis stages were found to be significantly different as compared to their level of metacognitive learning strategies, self-confidence levels for setting flexible/feasible hierarchy of goals (p<0.05).
Keywords: Learner's characteristics, performance evaluation, postgraduate education.
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Yükseköğretim Dergisi / Journal of Higher Education

Yükseköğretim Strateji ve Araştırma Derneği (YÖSAD) yayın organıdır. Deomed Yayıncılık tarafından yayımlanmaktadır. / Official Publication of the Higher Education Strategy and Research Association (YÖSAD). Published by Deomed Publishing. Copyright © 2018, Deomed.
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Yükseköğretim Dergisi çevrimiçi (online) sürümünde yayımlanan akademik içeriğin kullanım hakları, ilgili içerikte tersi belirtilmediği sürece Deomed Yayıncılık tarafından Creative Commons Attribution-NoCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND3.0) lisansı aracılığıyla bedelsiz sunulmaktadır. / Except where otherwise noted, academic content of this online version of the journal by Deomed Publishing is licensed under the terms of Creative Commons Attribution-NoCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND3.0) License.