608 © 2020 by the authors; licensee Asian Online Journal Publishing Group Asian Journal of Education and Training Vol. 6, No. 4, 608-615, 2020 ISSN(E) 2519-5387 DOI: 10.20448/journal.522.2020.64.608.615 © 2020 by the authors; licensee Asian Online Journal Publishing Group Examination of Self-Confidence and Metacognition Levels of High School Students Case of Karabuk Province Huseyin Aslan1 Musa Sahin2 ( Corresponding Author) ¹Selçuk University, Sport Sciences Faculty, Konya, Turkey. ²Karabük Üniversity, school of Physical Education and Sports, Karabük, Turkey. Abstract The aim of the study is to determine the relationship between self-confidence and metacognition of high school students and to contribute to the development of students. The study conducted in accordance with this purpose is correlational research. 420 students from different high schools participated in the study. 48.1% (202) of the students are female and 51.9% (218) are male. It consists of 7 different high schools where the students participated in the study and studied in the province of Karabük. The research findings were expressed as n, (%), mean and standard deviation, and were considered significant at p <0.05 significance level. All statistical calculations were made in SPSS 22.0 V. statistics package program. Considering all the findings and related researches obtained, it is seen that metacognitive skill plays an important role in students' success. In addition to this, it was observed that the success levels of students who developed the metacognitive strategy increased. In modeling, teachers can draw the attention of students to this area by presenting slices from their own lives and enable them to learn their skills in this area. Based on this, education that will improve students' metacognitive skills should be provided in all educational processes. Keywords: Self-confidence, Metacognition, High school students, Education levels, Status, Gender variable. Citation | Huseyin Aslan; Musa Sahin (2020). Examination of Self- Confidence and Metacognition Levels of High School Students Case of Karabuk Province. Asian Journal of Education and Training, 6(4): 608-615. History: Received: 17 September 2020 Revised: 2 October 2020 Accepted: 13 October 2020 Published: 27 October 2020 Licensed: This work is licensed under a Creative Commons Attribution 3.0 License Publisher: Asian Online Journal Publishing Group Acknowledgement: Both authors contributed to the conception and design of the study. Funding: This study received no specific financial support. Competing Interests: The authors declare that they have no conflict of interests. Transparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study was reported; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. Ethical: This study follows all ethical practices during writing. Contents 1. Introduction .................................................................................................................................................................................... 609 2. Method ............................................................................................................................................................................................. 609 3. Results .............................................................................................................................................................................................. 610 4. Discussion Conclusion .................................................................................................................................................................. 614 References ............................................................................................................................................................................................ 614 http://crossmark.crossref.org/dialog/?doi=10.20448/journal.522.2020.64.608.615&domain=pdf&date_stamp=2017-01-14 http://creativecommons.org/licenses/by/3.0/ http://creativecommons.org/licenses/by/3.0/ https://www.asianonlinejournals.com/index.php/EDU/article/view/2278 Asian Journal of Education and Training, 2020, 6(4): 608-615 609 © 2020 by the authors; licensee Asian Online Journal Publishing Group Contribution of this paper to the literature The importance of metacognitive skills in students' success was stated. In addition, it was observed that the success levels of students who developed the metacognitive strategy increased. In modeling, teachers can draw the attention of students to this area by presenting sections from their own lives and enable them to learn their skills in this area. 1. Introduction Self-confidence consists of two parts: internal and external confidence. Internal confidence is the individual's self-satisfaction, the feelings, and ideas that are tolerated and embraced by himself. Factors that reveal internal confidence are positive thinking and obvious goals such as self-esteem, self-love, self-awareness. External confidence, on the other hand, is the individual's attitudes and behaviors showed to his environment by him regarding he is satisfied and contented with himself. The factors that create external confidence are the ability to control their communication and feelings (Akagündüz, 2006). Self-confidence is the general feeling of the skill or competence of the individual to be successful (Michael & Benjamin, 2004). Being in professions such as sports, music, painting, or speaking in front of the public requires a certain level of self-confidence (Bicer, 1997). Individuals with low self-confidence see themselves as unsuccessful and worthless, no matter how successful they are according to objective evaluations (Wylie, 1961). These individuals believe that they lack the power to deal with their own issues in their daily lives and they are constantly worried about despair (Rogers & Dymond, 1954). Individuals who consider themselves worthless are afraid to engage in love exchanges with the fear that their own inadequacies in intimate and open relationships will reveal and they will be rejected (From, 1947). Because they do not believe in their own values and judgments, they exhibit a life that is quickly affected, tends to change their beliefs and behaviors, and is dependent on others (Coopersmġth, 1967). With their characters which tend to all kinds of dependency, perversion, and committing crimes, they are dangerous for the society, besides obstructing their own development (Fitts, 1965). High self-confidence is a necessary condition for attitudes that are considered harmonious, healthy, and normal according to the cultural context in which they live (Scott, 1968). Individuals that have high self-confidence, generally, have a characteristic feature that is open to new ideas/experiences and investigative (McGuire, 1968), open to new experiences and affectionate (From, 1947), and entrepreneurial and takes any responsibility (Fitch, 1970). When individuals adopt an attitude in line with their self-concept, they feel safe and sufficient. When their attitudes are different from their self-evaluations and roles that they give for themselves, and they have difficulty adopting an attitude that is more different than they want, their self-confidence gets harmed (Kulaksızoğlu, 1999). Self-confidence can be defined as ''boldness, courage'' (Hambly, 1997). Training efforts of conscious people in education continue to progress rapidly in a more meaningful way with the emergence of the concept of metacognition and studies on this subject. Metacognition, in its most detailed definition, is defined as being aware of and controlling mental activities involved in the individual's perception, remembering, and thinking (Huitt, 1997). The individual's knowledge of cognitive processes and products, and his awareness on this issue is called metacognition (Selcuk, 2000). Metacognition is defined as follows: the ability to control and direct one's own cognitive processes according to Reeve and Brown (1985) a high degree of a managerial process using planning, monitoring, and evaluation to solve problems according to Sternberg (1988); understanding and controlling cognitive activity according to Shanahan (1992) understanding some factors that affect cognition, and monitoring and controlling cognition with small models according to Butterbield, Albertson, and Johnston (1995). As Doğanay and Unal (2006) stated, individuals think by their nature. Thinking, metacognition, and learning are a constant state of transformation as different aspects of the same event. At this point, metacognition becomes an integral part of the thinking process. Metacognition is both at the base of thinking and includes the whole of thinking skills. The abilities of a person to decide on the moves to apply while doing a job, to develop an attitude about that subject, to plan the job or subject in the mind, to control his plan continuously, to organize the wrong places in a continuous manner are included in the concept of metacognition. In this process, individuals gain better control over thinking and feeling by reflecting and evaluating their own thinking processes (Marzano et al., 1995). Flavell was the first person to reveal the metacognition. To briefly explain the metacognition, it means that the individual is aware of his thinking processes and keeps these processes under control. Metacognition has been mostly studied by researchers working in the field of educational psychology after 1970. Flavell first explained the concept of metacognition in 1971 with the concept of "metamemory" for the purpose of storing, researching, perceiving, executing, and observing the content point of his memory. Metacognition has been defined as what is intentional, done consciously, foreseeing, what are done to achieve their goals. The concept of "cognition" was first used in this article by defining metacognition as monitoring and organization in the article published by Flavell (1976). 2. Method 2.1. Model of the Study The aim of the study is to determine the relationship between self-confidence and metacognition of high school students and to contribute to the development of students. The study conducted in accordance with this purpose is correlational research. Correlated research methods allow explaining the connection and relationship between variables or to predict the results (Fraenkel, Wallen, & Hyun, 2012). 2.2. Participants 420 students from different high schools participated in the study. 48.1% (202) of the students are female and 51.9% (218) are male. The high schools in which the students participated in the study and studied in Karabük province are 7 different high schools which are Karabük Demir Celik AHS (Anatolian High School), Cumhuriyet Asian Journal of Education and Training, 2020, 6(4): 608-615 610 © 2020 by the authors; licensee Asian Online Journal Publishing Group AHS, Kıymet Mustafa AHS, Karabuk 75. Yıl AHS, Zübeyde Hanım AHS, Yahya Kemal Beyatlı AHS, Karabük Industrial Vocational High School. 2.2.1. Data Gathering Tools In the study, "self-confidence scale" and "metacognition scale" were used as data gathering tools. Information is given below according to data gathering tools: 2.2.2. Self-Confidence Scale The self-confidence scale used to measure the self-confidence levels of students was developed by Akın (2007). The total number of items in the self-confidence scale is 33. The highest score that can be obtained from this 5- grade likert type scale is 165 and the lowest score is 33. A high score from the scale which does not have negative items indicates a high level of self-confidence. Below 2.5 points on the self-confidence scale indicates low, 2.5 to 3.5 indicates medium, and 3.5 and above indicates high self-confidence. Other items were named as 2, 6, 8, 11, 13, 14, 16, 18, 20, 22, 24, 26, 28, 29, 31, 33; they are related to the self-confidence of individuals towards their external environment and social life, and they include features such as the ability of individuals to communicate easily, to express themselves in a healthy way, to control their emotions and to take risks. 2.2.3. Metacognition Scale Metacognition Questionnaire-30 was used to determine the metacognitive levels of the students in the study. The original name of the scale developed by Cartwright-Hatton and Wells (1997) is the "Meta-Cognitions Questionnaire (MCQ)". Translation of the scale into Turkish, validity, and reliability studies were carried out by Tosun and Irak (2008). Each item in the MCQ-30 is answered on a 4-unit Likert-type grading scale, with "(1) strongly disagree" and "(4) strongly agree" ends. The scores that can be obtained from the scale range from 30 to 120 and a higher score indicates an increase in pathological metacognitive activity. 2.4. Statistical Analysis of Data Shapiro-Wilk normality test was applied to check whether the error terms showed normal distribution before the selection of the tests to be applied to the data obtained in the study (P> 0.05). Independent-Samples test, one- way analysis of variance (One-way ANOVA) and Tukey HSD multiple comparison test were used for the total scores obtained from each scale and sub-dimensions of the scale. Relationships between self-confidence and the metacognitive scale and the total scores obtained from the sub-dimensions of the scale were analyzed with the Pearson correlation coefficient. The research findings were expressed as n, (%), mean and standard deviation, and were considered significant at P <0.05 significance level. All statistical calculations were made in SPSS 22.0 V. statistics package program. The repetitive Cronbach Alpa of the self-confidence scale was found to be 0.91, and the Metacognitive Scale to be 0.76. 3. Results Table-1. Demographic characteristics of participants. Variables Variables N % Gender Female 202 48.1 Male 218 51.9 Total 420 100.0 High School where the participant is educated Karabük Demir Çelik AHS 60 14.3 Cumhuriyet AHS 60 14.3 Kıymet Mustafa AHS 60 14.3 Karabuk 75. Yıl AHS 60 14.3 Zübeyde Hanım AHS 60 14.3 Yahya Kemal Beyatlı AHS 60 14.3 Karabük Industrial Vocational High School 60 14.3 Total 420 100.0 Grade 11th Grade 210 50.0 12th Grade 210 50.0 Total 420 100.0 Mother's Educational Status Elementary school 152 36.2 Secondary school 125 29.8 High School 96 22.9 Associate Degree 24 5.7 Undergraduate 17 4.0 Graduate 6 1.4 Total 420 100.0 Father's Educational Status Elementary school 76 18.1 Secondary school 127 30.2 High School 145 34.5 Associate Degree 31 7.4 Undergraduate 31 7.4 Graduate 10 2.4 Total 420 100.0 Place where the participant grew up Metropolitan 34 8.1 Province 297 70.7 District 66 15.7 Village-Town 23 5.5 Total 420 100.0 Note: *p<0.05. Asian Journal of Education and Training, 2020, 6(4): 608-615 611 © 2020 by the authors; licensee Asian Online Journal Publishing Group Table-2. Self-confidence levels of the participants according to gender variable. Sub-dimensions Gender n Mean S.d. t p-value Internal self-confidence Male 202 58.82 10.36 0.746 0.456 Female 217 58.07 10.15 External self-confidence Male 202 59.50 10.10 0.967 0.334 Female 217 58.55 10.05 Note: *p>0.05. In the study, according to Table 2, the self-confidence scale, and total scores of the sub-dimensions of the scale do not show a statistically significant difference (p> 0.05). Table-3. Self-confidence levels of the participants according to the variable of high school where they are educated. Sub- dimensions High School where the participant is educated n Mean S.d. F p-value Difference Internal self- confidence 1- Karabük Demir Çelik AHS 60 59.95 12.92 2.147 0.047 1-6 2-6 4-6 5-6 7-6 2- Cumhuriyet AHS 60 59.75 4.42 3- Kıymet Mustafa AHS 60 57.53 9.62 4- Karabuk 75. Yıl AHS 60 59.57 8.13 5-Zübeyde Hanım AHS 60 58.35 12.57 6- Yahya Kemal Beyatlı AHS 60 54.53 11.43 7- Karabük Industrial Vocational High School 60 59.36 9.45 External self- confidence 1- Karabük Demir Çelik AHS 60 61.81 11.42 3.734 0.001 1-6 2-6 4-6 7-6 2- Cumhuriyet AHS 60 60.13 4.54 3- Kıymet Mustafa AHS 60 57.53 9.45 4- Karabuk 75. Yıl AHS 60 60.22 9.67 5-Zübeyde Hanım AHS 60 58.05 12.53 6- Yahya Kemal Beyatlı AHS 60 54.58 10.93 7- Karabük Industrial Vocational High School 60 60.80 8.52 Note: *p<0.05. When Table 3 is examined, statistical significances were found in the self-confidence scale and sub-dimensions of the scale according to the high schools where the participants were educated (p<0.05). Yahya Kemal Beyatlı High School students' self-confidence levels scores are lower than other high schools. Table-4. Self-confidence levels of the participants according to mother's educational status. Sub-dimensions Mother's Educational Status n Mean S.d. F p-value Difference Internal self-confidence 1- Elementary school 152 57.50 8.87 1.683 0.137 2- Secondary school 124 59.43 9.90 3- High school 96 57.56 12.29 4- Associate degree 24 62.75 11.19 5- Undergraduate 17 59.65 8.78 6- Graduate 6 54.83 11.72 External self-confidence 1- Elementary school 152 57.39 9.03 3.530 0.004 1-4 2-4 3-4 2- Secondary school 124 59.15 9.27 3- High school 96 58.99 12.15 4- Associate degree 24 65.88 10.00 5- Undergraduate 17 62.24 6.33 6- Graduate 6 61.33 13.05 Note: *p<0.05. When Table 4 is examined in the study, the "external confidence", which is a sub-dimension of the self- confidence scale, differs statistically (p <0.05). The mean score of the participants whose mother educational status is associate degree was found to be higher than primary school, middle school, and high school. No statistical significance was found in the internal self-confidence which is the other sub-dimension of the self-confidence scale (p> 0.05). Table -5. Self-confidence levels of the participants according to father's educational status Sub-dimensions Father's Educational Status n Mean S.d. F p-value Difference Internal self- confidence 1- Elementary school 76 56.24 11.31 1.079 0.371 2- Secondary school 126 58.29 9.63 3- High school 145 59.23 10.59 4- Associate degree 31 60.23 10.02 5- Undergraduate 31 58.68 8.97 6- Graduate 10 59.00 8.38 External self- confidence 1- Elementary school 76 56.43 10.59 2.287 0.045 1-3 1-4 2- Secondary school 126 58.10 9.92 3- High school 145 60.17 10.25 4- Associate degree 31 61.90 7.76 5- Undergraduate 31 60.13 9.73 6- Graduate 10 61.10 9.46 Note: *p>0.05. Asian Journal of Education and Training, 2020, 6(4): 608-615 612 © 2020 by the authors; licensee Asian Online Journal Publishing Group When Table 5 is examined, a statistical difference was found in the "external confidence" which is a sub- dimension of the self-confidence scale (p<0.05). According to the data obtained, the mean scores of external self- confidence of the participants whose father's educational status was the associate degree was found to be higher than their other educational status. No statistical significance was found in the internal confidence sub-dimension (p> 0.05). Table-6. Self-confidence levels according to the variable of place where the participant grew up. Sub-dimensions Place where the participants grew up n Mean S.d. F p-value Internal self-confidence Metropolitan 34 60.12 8.15 0.406 0.749 Province 296 58.16 10.45 District 66 58.82 8.81 Village-Town 23 58.39 14.07 External self-confidence Metropolitan 34 61.38 7.11 0.833 0.476 Province 296 58.64 10.59 District 66 59.20 8.37 Village-Town 23 59.91 11.37 Note: *p>0.05. When Table 6 was examined in our study, no statistical significance was found between the self-confidence scale and sub-dimension scores of the scale according to the variable of place where the participants grew up (P> 0.05). Table-7. Metacognitive levels of the participants according to gender variable. Sub-dimensions Gender n Mean S.d. t p-value Positive meta-worries Male 202 13.43 4.26 0.260 0.795 Female 218 13.33 3.63 Negative meta-worries Male 202 16.08 3.50 0.144 0.886 Female 218 16.13 3.48 Superstitions Male 202 16.12 3.27 0.672 0.502 Female 218 15.91 3.16 Cognitive monitoring Male 202 17.21 3.47 0.008 0.994 Female 218 17.22 3.93 Note: *p>0.05. When Table 7 is examined, no statistical significance was determined in the mean scores of the participants' metacognitive levels and sub-dimensions (p> 0.05). Table-8. Metacognitive levels of the participants according to variable of high school where they are educated. Sub-dimensions High School where the participant is educated n Mean S.d. F p-value Difference Positive meta- worries 1- Karabük Demir Çelik AHS 60 13.12 4.62 2.310 0.033 1-3 2- Cumhuriyet AHS 60 13.05 3.37 3- Kıymet Mustafa AHS 60 14.53 3.56 4- Karabuk 75. Yıl AHS 60 12.27 3.85 5-Zübeyde Hanım AHS 60 13.67 4.79 6- Yahya Kemal Beyatlı AHS 60 12.92 3.51 7- Karabük Industrial Vocational High School 60 14.07 3.32 Negative meta- worries 1- Karabük Demir Çelik AHS 60 16.92 4.57 1.908 0.078 2- Cumhuriyet AHS 60 16.00 1.83 3- Kıymet Mustafa AHS 60 16.07 2.80 4- Karabuk 75. Yıl AHS 60 16.50 4.17 5-Zübeyde Hanım AHS 60 15.98 3.74 6- Yahya Kemal Beyatlı AHS 60 14.93 3.06 7- Karabük Industrial Vocational High School 60 16.37 3.30 Superstitions 1- Karabük Demir Çelik AHS 60 16.13 4.34 0.427 0.861 2- Cumhuriyet AHS 60 15.83 1.62 3- Kıymet Mustafa AHS 60 16.23 3.16 4- Karabuk 75. Yıl AHS 60 15.83 3.16 5-Zübeyde Hanım AHS 60 15.90 3.67 6- Yahya Kemal Beyatlı AHS 60 15.70 3.00 7- Karabük Industrial Vocational High School 60 16.47 2.99 Cognitive monitoring 1- Karabük Demir Çelik AHS 60 17.42 4.37 2.249 0.038 1-2 2- Cumhuriyet AHS 60 16.07 1.62 3- Kıymet Mustafa AHS 60 16.87 3.22 4- Karabuk 75. Yıl AHS 60 17.58 3.34 5-Zübeyde Hanım AHS 60 17.63 4.25 6- Yahya Kemal Beyatlı AHS 60 16.72 2.40 7- Karabük Industrial Vocational High School 60 18.22 5.26 Note: *p<0.05. Asian Journal of Education and Training, 2020, 6(4): 608-615 613 © 2020 by the authors; licensee Asian Online Journal Publishing Group When Table 8 is examined in our study, according to the high school variable of the participants, "positive meta-worries and cognitive monitoring" sub-dimensions from the metacognitive scale and the sub-dimensions of the scale, show statistical significance (p <0.05). No statistical difference was found in the negative meta-worries and superstitions sub-dimensions (p> 0.05). Table-9. Metacognitive levels of the participants according to the variable of mother's educational status. Sub-dimensions Mother's Educational Status n Mean S.d. F p-value Positive meta-worries 1- Elementary school 152 13.42 3.81 1.449 0.206 2- Secondary school 125 13.07 3.83 3- High school 96 13.49 4.33 4- Associate degree 24 14.58 4.10 5- Undergraduate 17 12.00 3.06 6- Graduate 6 15.67 3.14 Negative meta-worries 1- Elementary school 152 15.75 3.43 0.938 0.456 2- Secondary school 125 16.07 3.77 3- High school 96 16.43 3.10 4- Associate degree 24 16.42 3.59 5- Undergraduate 17 16.76 3.65 6- Graduate 6 17.83 3.43 Superstitions 1- Elementary school 152 15.81 2.99 0.801 0.550 2- Secondary school 125 16.13 3.26 3- High school 96 16.11 3.55 4- Associate degree 24 16.96 3.33 5- Undergraduate 17 15.24 2.68 6- Graduate 6 15.67 3.20 Cognitive monitoring 1- Elementary school 152 16.99 4.15 0.810 0.543 2- Secondary school 125 17.37 3.43 3- High school 96 17.34 3.30 4- Associate degree 24 18.21 3.49 5- Undergraduate 17 16.41 3.68 6- Graduate 6 16.00 5.06 Note: *p>0.05. When Table 9 is examined in the study, the sub-dimensions of the metacognitive scale of the mother's educational level variable do not differ statistically (p> 0.05). Table -10. Metacognitive levels of the participants according to fathers' educational level. Sub-dimensions Mother's Educational Status n Mean S.d. F p-value Positive meta-worries 1- Elementary school 76 14.13 3.76 1.805 0.111 2- Secondary school 127 13.39 3.85 3- High school 145 12.73 3.98 4- Associate degree 31 14.29 4.63 5- Undergraduate 31 13.26 3.57 6- Graduate 10 14.30 3.74 Negative meta-worries 1- Elementary school 76 16.28 3.30 0.508 0.770 2- Secondary school 127 15.90 3.43 3- High school 145 15.95 3.73 4- Associate degree 31 16.71 3.23 5- Undergraduate 31 16.58 3.18 6- Graduate 10 16.50 3.84 Superstitions 1- Elementary school 76 15.96 3.34 0.500 0.776 2- Secondary school 127 15.91 3.04 3- High school 145 16.18 3.31 4- Associate degree 31 16.52 3.24 5- Undergraduate 31 15.58 3.44 6- Graduate 10 15.20 2.44 Cognitive monitoring 1- Elementary school 76 16.89 5.05 0.696 0.626 2- Secondary school 127 17.28 3.20 3- High school 145 16.99 3.55 4- Associate degree 31 17.84 3.25 5- Undergraduate 31 17.81 3.12 6- Graduate 10 18.20 3.39 Note: *p>0.05. When Table 10 is examined, the sub-dimensions of the metacognitive scale of father's educational status variable do not show statistical significance (p> 0.05). When Table 11 was examined, no statistically difference was found in the sub-dimensions of the metacognitive scale of the variable of the place where the participants grew up (p> 0.05). Asian Journal of Education and Training, 2020, 6(4): 608-615 614 © 2020 by the authors; licensee Asian Online Journal Publishing Group Table -11. Metacognitive levels of the participants according to the variable of the place where they grew up. Sub-dimensions Mother's Educational Status n Mean S.d. F p-value Positive meta-worries 1- Metropolitan 34 13.09 3.55 0.093 0.093 2- Province 297 13.43 3.91 3- District 66 13.30 4.17 4- Village-Town 23 13.26 4.35 Negative meta-worries 1- Metropolitan 34 15.53 4.04 0.490 0.690 2- Province 297 16.22 3.38 3- District 66 15.91 3.27 4- Village-Town 23 16.09 4.51 Superstitions 1- Metropolitan 34 15.82 3.61 0.149 0.930 2- Province 297 16.01 3.12 3- District 66 16.21 3.09 4- Village-Town 23 15.83 4.22 Cognitive monitoring 1- Metropolitan 34 16.88 3.71 0.241 0.867 2- Province 297 17.24 3.82 3- District 66 17.11 3.08 4- Village-Town 23 17.70 4.06 Note: *p>0.05. Table -12. The relationship between the self-confidence scale and metacognitive scale scores of the participants Sub-dimensions Values Positive meta-worries Negative meta- worries Superstitions Cognitive monitoring Internal self-confidence r -.082 -.069 -.044 ,125* p-value ,093 ,159 ,368 ,010 External self-confidence r -.054 -.074 -.036 ,104* p-value ,272 ,132 ,459 ,033 Note: *p<0.05. As can be understood from Table 11 a statistically positive significant relationship was found between the internal self-confidence and external self-confidence scores, which are the sub-dimensions of the self-confidence scale, and the cognitive monitoring sub-dimension, which is one of the sub-dimensions of the metacognitive scale (p <0.05). 4. Discussion Conclusion As a result of the analysis, according to Table 2, the self-confidence levels of the participants according to the gender variable do not show a statistically significant difference. In a study conducted by Bostancı, Ozen, Yıldız, and Uzüm (2016) in the self-confidence levels of students were examined and found results that support our study. It was emphasized that students' gender variables did not make any difference in terms of self-confidence perception scores. When the metacognitive levels of the participants according to the gender variable are examined in Table 7, no statistical significance could be determined. In a study conducted by Spence, Yore, and Williams (1999) it was emphasized that there was not statistically difference between the metacognitive levels of male and female students. This study also supports our study. In the studies conducted, it was observed that female students' metacognitive levels had statistically higher scores than male students and a significant difference was observed. When Table 8 is examined in our study, according to the high school variable of the participants, "positive meta-worries and cognitive monitoring" sub-dimensions from the metacognitive scale and the sub-dimensions of the scale, show statistical significance. Considering this result, the analysis results of the 2nd and 3rd study questions in the study conducted by Akalin (2008) showed that there was a statistically significant difference between the average scores of male and female students on the metacognitive efficiency scale according to their grades in favor of the 2nd, 3rd and 4th grades for both girls and boys. In the 4th, 5th, 6th, and 7th questions of the study, it was not revealed that there was no statistically significant difference between the average scores of male and female students at the same level from the metacognitive activity scale. When Table 9 is examined in the study, the sub-dimensions of the metacognitive scale of the mother's educational status variable do not differ statistically. In the study conducted by Demir and Ozmen (2011) when the education levels and professions of the mothers are taken into account, a significant difference is observed in the total uncontrollability and danger, cognitive awareness and metacognition; according to the mother's educational level; according to the mother's profession, there is a significant difference in the sub-dimension of need for thought control. It is observed that students whose mothers were university graduates revealed a significant difference in both uncontrollability and danger, cognitive awareness total scores, and metacognition total scores. Considering all the findings and related researches obtained, it is seen that metacognitive skill plays an important role in students' success. In addition to this, it was observed that the success levels of students who developed the metacognitive strategy increased. In modeling, teachers can draw the attention of students to this area by presenting slices from their own lives and enable them to learn their skills in this area. Based on this, education that will improve students' metacognitive skills should be provided in all educational processes. Having students' self-confidence positively affects their beliefs that they will do any activity more successfully. It should not be forgotten that individuals with high self-confidence have high levels of success and they are at peace with themselves. References Akagündüz, N. (2006). Self-confidence concept in human life. Istanbul: Umraniye Guidance and Research Center Directorate Publications. Akalin, K. H. (2008). The motivation of slection and the sense of individual responsibility in religious rationalists. Bolu Abant Izzet Baysal University Journal of Social Sciences Institute, 2(17), 1-18. 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