The Effects of Orientation to Physical education on Metacognitive Awareness Levels towards Physical Activity: Example of High School Students

This study was carried out for the purpose of examining the interaction between the metacognitive awareness levels of high school students towards physical activities and the differences in the current situation in respect of the school type and gender variables. A total of 401 high school students were involved in the study, 244 of whom were female and 157 of whom were male with the average age of 15.5 ±.99. In the study, the scales of Learning and Performance Orientation in Physical Education Classes (Kiremitci, 2013) and Metacognition towards Physical Activities (Kiremitci, 2016) were used. Descriptive statistics, normality test and simple linear regression analysis were applied. In the analysis of obtained data. The results of the analysis indicate that the dimension of effortless orientation to result is negative for the general sample and all other dimensions positively have the feature of predicting metacognitive awareness (p<.05). When gender variable was considered as a distinguishable variable, studentcentered learning orientation in girls and competition orientation in boys were assessed to be the sub-dimensions with the most effective coefficient (p<.05). In accordance with the difference in school types, student-centered learning orientation gets the attention as the sub-dimension with the highest coefficient in public and private school students (p<.051). The obtained results indicate that the effects of motivational orientations on metacognitive awareness levels can be possible only with conducting a student-centered learning