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Ap
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In
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f
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tal
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se
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s
on
“
m
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tac
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in
Tu
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p
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in
term
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of
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p
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ra
ti
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d
u
c
a
ti
o
n
.
F
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p
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ta
of
th
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h
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a
li
tati
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se
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rc
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m
e
th
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d
tec
h
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i
q
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e
s.
Ye
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of
stu
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ies
,
c
o
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n
tri
e
s,
o
b
jec
ti
v
e
s,
re
se
a
rc
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m
e
th
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d
s,
sa
m
p
le
wo
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k
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n
g
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u
p
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d
a
ta
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n
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ly
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m
e
th
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d
s
a
n
d
re
su
lt
s;
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t
h
a
s
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e
x
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m
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e
d
a
c
c
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e
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s.
As
a
re
s
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lt
,
q
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a
n
ti
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h
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s
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re
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q
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d
in
re
se
a
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s
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m
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tac
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it
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in
th
e
se
th
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e
c
o
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tri
e
s.
It
h
a
s
b
e
e
n
d
e
term
in
e
d
t
h
a
t
e
x
p
e
rime
n
tal
st
u
d
ies
a
re
th
e
m
a
in
re
se
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h
p
a
tt
e
rn
s
of
t
h
e
m
e
tac
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it
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stu
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ies
c
o
n
d
u
c
te
d
in
t
h
re
e
c
o
u
n
tri
e
s.
M
e
tac
o
g
n
it
i
v
e
a
wa
re
n
e
ss
sc
a
les
a
re
th
e
m
o
st
u
se
d
d
a
ta
c
o
ll
e
c
ti
o
n
t
o
o
ls
in
a
ll
th
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e
c
o
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n
t
ries
.
C
o
n
sid
e
re
d
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n
e
ra
l;
t
h
e
re
se
a
rc
h
m
a
d
e
a
b
o
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t
met
a
c
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it
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in
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in
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a
p
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Tu
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a
n
sh
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t
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in
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th
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lati
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s
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b
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twe
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p
ro
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so
lv
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a
n
d
m
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tac
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Re
se
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x
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m
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in
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latio
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s
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ip
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n
m
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fo
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g
a
re
a
lso
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e
ly
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isc
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ss
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d
.
K
ey
w
o
r
d
s
:
C
o
m
p
ar
ativ
e
ed
u
ca
tio
n
J
ap
an
Me
taco
g
n
itio
n
Sin
g
ap
o
r
e
T
u
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k
ey
T
h
is i
s
a
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p
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n
a
c
c
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ss
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rticle
u
n
d
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e
CC B
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-
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li
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se
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C
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e
s
p
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ing
A
uth
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r
:
Ay
ş
e
E
lito
k
Kesici
Dep
ar
tm
en
t
of
C
u
r
r
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lu
m
a
n
d
I
n
s
tr
u
ctio
n
,
Sch
o
o
l
of
E
d
u
ca
tio
n
Ay
d
ın
Ad
n
a
n
Me
n
d
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r
es
Un
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s
ity
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,
0
9
0
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,
T
u
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k
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m
ail: a
elito
k
@
ad
u
.
ed
u
.
tr
1.
I
NT
RO
D
UCT
I
O
N
Ma
n
k
in
d
h
as
b
ee
n
in
a
p
r
o
c
ess
of
d
ev
elo
p
m
e
n
t
s
in
ce
its
ex
is
ten
ce
.
It
o
wes
th
is
d
ev
e
lo
p
m
en
t
to
th
in
k
in
g
,
wh
ic
h
is
th
e
m
o
s
t
b
asic
ab
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y
th
at
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is
tin
g
u
is
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u
m
an
s
f
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o
m
o
th
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c
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an
d
en
ab
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h
u
m
an
d
ev
elo
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n
t
as
an
en
tity
.
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taco
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n
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n
is
an
in
teg
r
al
p
ar
t
of
th
e
ab
ilit
y
to
th
in
k
.
T
h
e
co
n
c
ep
t
of
m
etac
o
g
n
itio
n
h
as
b
ee
n
g
ain
i
n
g
im
p
o
r
tan
ce
d
ay
by
d
ay
an
d
h
as
b
ec
o
m
e
o
n
e
of
th
e
m
o
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t
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en
tio
n
ed
co
n
ce
p
ts
esp
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in
th
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f
ield
of
ed
u
ca
tio
n
in
r
ec
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t
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ar
s
.
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t
co
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ce
p
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f
r
a
m
ewo
r
k
t
h
at
af
f
ec
ts
s
tu
d
en
ts
'
lear
n
in
g
in
s
ch
o
o
l
s
e
ttin
g
s
.
If
m
etac
o
g
n
itiv
e
awa
r
e
n
ess
can
be
d
ev
elo
p
ed
in
lear
n
er
s
,
th
e
q
u
ality
of
in
d
iv
id
u
als'
lear
n
in
g
m
ay
also
in
cr
ea
s
e.
E
x
p
r
ess
ed
in
E
n
g
lis
h
as
"m
et
ac
o
g
n
itio
n
"
,
th
is
m
etac
o
g
n
itio
n
co
n
ce
p
t
ap
p
ea
r
s
in
v
a
r
io
u
s
f
o
r
m
s
s
u
ch
as
"m
etac
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g
n
itio
n
"
,
"e
x
ec
u
tiv
e
co
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n
itio
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"
,
"m
etac
o
g
n
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n
"
an
d
"c
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g
n
itio
n
of
co
g
n
itio
n
"
in
th
e
liter
atu
r
e
[
1
]
.
Sin
ce
th
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em
er
g
e
n
ce
of
th
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m
etac
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g
n
itio
n
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p
t,
m
an
y
d
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in
itio
n
s
h
a
v
e
b
ee
n
m
ad
e
.
T
h
e
co
n
ce
p
t
of
m
etac
o
g
n
itio
n
in
th
e
f
ield
of
ed
u
ca
tio
n
was
f
ir
s
t
u
s
ed
in
an
ar
ticle
by
Flav
ell
[
2
]
.
Flav
ell
u
s
ed
th
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ter
m
m
etam
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o
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y
f
o
r
t
h
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f
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tim
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in
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s
tu
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on
ch
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e
n
'
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m
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ab
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an
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in
cl
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th
is
co
n
ce
p
t
in
th
e
liter
atu
r
e.
L
ater
,
Flav
ell
[
3
]
ex
p
lain
ed
m
etac
o
g
n
itio
n
as;
it
ex
p
r
ess
es
th
e
in
d
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id
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s
k
n
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wled
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of
c
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n
itiv
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2
2
5
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8
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I
n
t
J
E
v
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&
R
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d
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c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
5
3
5
-
5
4
4
536
p
r
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ce
s
s
es
an
d
o
u
tco
m
es,
or
an
y
th
in
g
r
elate
d
to
t
h
em
.
B
r
o
wn
[
4
]
d
ef
i
n
es
m
etac
o
g
n
itio
n
as
s
tu
d
en
ts
'
th
in
k
in
g
in
d
etail
ab
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u
t
th
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co
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s
k
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an
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elf
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r
eg
u
latio
n
d
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r
in
g
lear
n
in
g
.
Nelso
n
[
5
]
ass
ess
m
etac
o
g
n
itio
n
as
"a
s
p
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ial
ty
p
e
of
c
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g
n
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"
an
d
d
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in
es
it
as
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o
g
n
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n
s
of
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in
d
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id
u
al
a
b
o
u
t
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is
o
wn
co
g
n
itio
n
s
".
Sch
r
aw
an
d
Den
n
is
o
n
[
6
]
s
tate
th
at
m
etac
o
g
n
itio
n
m
ea
n
s
th
e
ab
ilit
y
of
th
e
in
d
iv
id
u
al
to
r
ef
l
ec
t,
g
r
asp
an
d
m
a
n
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is
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wn
lear
n
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g
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d
etail.
Me
taco
g
n
itio
n
ca
n
g
e
n
er
ally
be
d
ef
in
ed
as
"c
o
g
n
itio
n
ab
o
u
t
c
o
g
n
itio
n
"
or
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in
k
in
g
a
b
o
u
t
t
h
in
k
in
g
"
an
d
in
cl
u
d
es
m
etac
o
g
n
itiv
e
in
f
o
r
m
atio
n
th
at
c
o
n
tr
o
ls
k
n
o
wled
g
e
of
h
u
m
an
co
g
n
itiv
e
ac
tiv
ities
an
d
m
etac
o
g
n
itiv
e
ac
tiv
ities
[4
]
,
[
7
]
-
[
9
]
.
Me
th
o
d
s
to
m
ak
e
s
ch
o
o
ls
s
u
itab
le
f
o
r
s
tu
d
en
ts
in
clu
d
e;
in
cr
ea
s
in
g
co
m
m
u
n
icatio
n
b
etwe
en
s
tu
d
en
ts
,
p
r
o
v
id
i
n
g
o
p
p
o
r
t
u
n
ities
f
o
r
s
tu
d
en
ts
to
ch
o
o
s
e
ac
tiv
ities
in
lin
e
with
th
eir
in
ter
ests
,
p
r
o
v
id
in
g
co
llab
o
r
atio
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b
etwe
en
teac
h
er
s
,
s
taf
f
an
d
s
tu
d
en
ts
,
cr
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tin
g
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
u
s
e
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s
k
ills
a
n
d
k
n
o
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g
e,
an
d
d
ev
elo
p
in
g
h
ar
m
o
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y
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etwe
e
n
s
taf
f
an
d
th
e
o
r
g
a
n
izatio
n
'
s
o
b
jectiv
es
[
1
0
]
.
In
o
r
d
er
to
p
r
o
v
i
d
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
with
th
ese
f
ea
tu
r
es,
th
e
m
etac
o
g
n
itiv
e
f
ea
t
u
r
es
of
in
d
iv
id
u
als
s
h
o
u
ld
a
ls
o
be
tak
en
i
n
to
co
n
s
id
er
atio
n
.
C
o
n
s
id
er
in
g
th
e
s
tu
d
ies
on
m
et
ac
o
g
n
itio
n
,
it
is
p
o
s
s
ib
le
to
r
ea
ch
m
an
y
s
tu
d
ies
ex
am
in
in
g
th
e
v
ar
iab
les
th
at
af
f
ec
t
m
etac
o
g
n
itio
n
an
d
m
etac
o
g
n
itiv
e
awa
r
en
ess
.
In
liter
atu
r
e,
th
er
e
ar
e
m
a
n
y
s
tu
d
ies
s
h
o
win
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
in
tellig
en
ce
an
d
m
etac
o
g
n
itio
n
,
th
e
ef
f
ec
ts
of
teac
h
i
n
g
m
eth
o
d
s
on
m
etac
o
g
n
itiv
e
awa
r
en
ess
,
th
e
r
elatio
n
s
h
ip
b
e
twee
n
lan
g
u
ag
e
lea
r
n
in
g
an
d
m
etac
o
g
n
itio
n
,
th
e
ef
f
ec
ts
of
p
r
o
b
lem
s
o
lv
i
n
g
an
d
estab
lis
h
m
en
t
s
k
ills
on
m
etac
o
g
n
itio
n
,
ef
f
ec
ts
of
r
ea
d
in
g
co
m
p
r
e
h
en
s
io
n
on
m
etac
o
g
n
itiv
e
awa
r
en
ess
,
ac
ad
em
ic
s
u
cc
ess
,
s
o
cial
s
k
ills
,
co
n
ce
p
t
lear
n
in
g
an
d
th
i
n
k
in
g
out
lo
u
d
tec
h
n
iq
u
e
[
1
1
]
-
[
1
9
]
.
R
esear
ch
ad
d
r
ess
es
v
ar
io
u
s
v
a
r
iab
les
an
d
p
r
o
ce
s
s
es
to
wh
ich
th
is
co
n
ce
p
t
is
ass
o
ciate
d
to
b
etter
ex
p
lain
m
eta
co
g
n
itio
n
.
Mo
k
an
d
Fly
n
n
[
2
0
]
co
n
ce
p
tu
alize
d
t
h
e
class
r
o
o
m
en
v
ir
o
n
m
en
t
on
th
r
ee
f
u
n
d
a
m
en
tals
,
th
e
f
ir
s
t
of
w
h
ich
is
th
e
ac
ad
em
ic
atm
o
s
p
h
er
e
of
t
h
e
class
,
th
e
s
ec
o
n
d
is
th
e
atm
o
s
p
h
er
e
of
p
er
s
o
n
al
r
elatio
n
s
,
an
d
th
e
la
s
t
one
is
th
e
clas
s
d
is
cip
lin
e.
E
s
p
ec
ially
,
th
e
r
elat
io
n
s
h
ip
b
etwe
en
m
etac
o
g
n
itio
n
an
d
ac
a
d
em
ic
ac
h
iev
em
e
n
t
is
an
im
p
o
r
ta
n
t
f
ac
to
r
in
th
e
ac
q
u
is
itio
n
p
r
o
ce
s
s
of
th
e
lear
n
er
s
.
C
o
u
n
tr
ies
wis
h
in
g
to
be
s
u
cc
ess
f
u
l
in
in
ter
n
ati
o
n
al
ex
am
in
atio
n
s
s
h
o
u
ld
be
s
en
s
itiv
e
to
th
e
is
s
u
e
of
m
etac
o
g
n
itiv
e
a
n
d
m
etac
o
g
n
itiv
e
awa
r
e
n
ess
.
B
ec
au
s
e
T
u
r
k
ey
’
s
s
u
cc
ess
in
in
ter
n
atio
n
al
ex
a
m
s
is
lo
w
in
g
en
er
al,
m
o
r
e
m
etac
o
g
n
itiv
e
s
tu
d
ies
ar
e
n
ee
d
e
d
to
be
done
in
o
r
d
er
to
en
h
a
n
ce
ac
ad
em
ic
ac
h
iev
em
e
n
t.
T
h
e
ab
s
en
ce
of
a
co
m
p
ar
ati
v
e
s
tu
d
y
am
o
n
g
t
h
e
co
u
n
tr
ie
s
in
th
e
liter
atu
r
e
m
ak
es
th
i
s
r
esear
ch
im
p
o
r
tan
t.
C
o
m
p
ar
ativ
e
ed
u
c
a
tio
n
is
a
d
is
cip
lin
e
th
at
h
elp
s
to
id
en
tif
y
s
im
ilar
ities
an
d
d
if
f
er
en
ce
s
of
two
or
more
e
d
u
ca
ti
on
s
y
s
tem
s
in
d
i
f
f
er
en
t
c
u
ltu
r
es
an
d
d
i
f
f
er
en
t
c
o
u
n
tr
ies,
e
x
p
lain
s
s
im
ilar
-
lo
o
k
in
g
p
h
en
o
m
en
a
a
n
d
o
f
f
er
s
u
s
ef
u
l
p
r
o
p
o
s
als
ab
o
u
t
way
s
to
ed
u
ca
te
p
eo
p
le
[
2
1
]
.
C
o
m
p
ar
ativ
e
ed
u
ca
tio
n
is
an
ar
ea
th
at
ex
am
in
es
ed
u
ca
tio
n
al
p
h
en
o
m
en
a,
ex
a
m
in
es
cu
ltu
r
al,
ec
o
n
o
m
ic,
p
o
liti
ca
l
an
d
s
o
cial
r
elatio
n
s
,
an
d
aim
s
to
s
o
lv
e
ed
u
ca
tio
n
al
p
r
o
b
lem
s
[
2
2
]
.
C
o
m
p
ar
ativ
e
e
d
u
ca
tio
n
is
a
co
m
p
lex
f
ield
of
s
tu
d
y
wh
ic
h
h
elp
s
to
u
n
d
er
s
tan
d
ed
u
ca
tio
n
an
d
it
is
clo
s
ely
r
elate
d
to
d
is
cip
lin
es
s
u
ch
as
p
s
y
ch
o
lo
g
y
,
lin
g
u
is
tics
,
ec
o
n
o
m
ics
,
s
o
cio
lo
g
y
,
h
is
to
r
y
,
an
d
an
th
r
o
p
o
l
o
g
y
[
2
3
]
.
C
o
m
p
ar
ativ
e
ed
u
ca
tio
n
was
ch
o
s
en
as
an
ap
p
r
o
ac
h
in
th
is
s
tu
d
y
b
ec
au
s
e
of
its
r
elatio
n
to
d
if
f
e
r
en
t
c
o
n
ce
p
ts
s
u
c
h
as
th
in
k
in
g
ty
p
es,
p
r
o
b
lem
s
o
lv
i
n
g
a
n
d
estab
lis
h
in
g
s
k
ills
,
teac
h
in
g
m
eth
o
d
s
an
d
tech
n
iq
u
es,
in
o
t
h
er
w
o
r
d
s
,
f
o
r
m
in
g
th
e
b
asis
of
d
i
f
f
er
en
t
d
is
cip
lin
es.
W
ith
th
ese
f
ea
tu
r
es,
m
etac
o
g
n
itio
n
h
as
a
f
ea
tu
r
e
th
at
d
ir
ec
tly
a
f
f
ec
ts
le
ar
n
in
g
p
r
o
ce
s
s
es.
W
ith
m
etac
o
g
n
itiv
e
awa
r
e
n
ess
,
in
d
iv
id
u
als
will
b
ec
o
m
e
m
o
r
e
co
n
s
cio
u
s
lear
n
er
s
[
2
4
].
In
th
is
s
tu
d
y
,
T
u
r
k
ey
,
Sin
g
ap
o
r
e
a
n
d
J
ap
a
n
wer
e
co
m
p
ar
e
d
in
t
h
e
s
tu
d
y
of
m
etac
o
g
n
itio
n
.
An
o
th
er
r
ea
s
o
n
wh
y
a
co
m
p
a
r
is
o
n
of
m
etac
o
g
n
itio
n
r
esear
ch
am
o
n
g
th
e
th
r
ee
co
u
n
t
r
ies
was
ap
p
lied
is
th
at
Sin
g
ap
o
r
e
an
d
J
ap
an
ar
e
alwa
y
s
at
th
e
to
p
in
th
e
i
n
ter
n
atio
n
al
Pro
g
r
am
m
e
f
o
r
I
n
ter
n
atio
n
al
Stu
d
en
t
Ass
es
s
m
en
t
(
PISA
)
ex
am
in
atio
n
an
d
T
u
r
k
ey
alwa
y
s
f
in
d
s
a
p
lace
at
a
m
u
ch
lo
wer
p
o
s
itio
n
.
W
h
en
we
lo
o
k
at
th
e
o
v
er
all
av
er
ag
e
of
PISA
ex
am
s
u
cc
ess
in
2018;
Sin
g
ap
o
r
e
h
as
th
e
s
ec
o
n
d
p
la
ce
,
J
ap
an
is
in
th
e
s
ix
th
p
lace
an
d
T
u
r
k
e
y
h
as
th
e
f
o
r
tieth
r
an
k
am
o
n
g
th
e
to
tal
of
77
co
u
n
tr
ies
[
2
5
]
.
Similar
ities
an
d
d
if
f
er
en
ce
s
b
etwe
en
t
h
ese
co
u
n
tr
ies
will
be
ex
am
in
ed
an
d
a
due
d
ilig
en
ce
will
be
m
ad
e
th
r
o
u
g
h
m
etac
o
g
n
itio
n
r
esear
ch
.
In
th
is
r
esear
ch
,
co
m
p
ar
is
o
n
s
will
be
m
ad
e
in
o
r
d
e
r
to
s
et
an
e
x
a
m
p
le
f
o
r
ed
u
ca
tio
n
s
y
s
tem
s
of
d
ev
elo
p
i
n
g
co
u
n
tr
ies.
T
h
in
k
in
g
is
a
co
m
p
lex
p
r
o
ce
s
s
th
at
s
tar
ts
f
r
o
m
th
e
b
ir
th
of
h
u
m
an
b
ein
g
s
u
n
til
th
e
d
ea
th
an
d
tak
es
p
lace
co
n
s
cio
u
s
ly
or
u
n
co
n
s
cio
u
s
ly
.
T
h
is
p
r
o
ce
s
s
is
th
e
s
o
le
b
asis
f
o
r
t
h
e
d
ev
elo
p
m
en
t
of
in
d
iv
id
u
als
.
Me
taco
g
n
itio
n
,
on
th
e
o
t
h
er
h
an
d
,
m
ea
n
s
th
at
th
e
in
d
iv
id
u
al
is
awa
r
e
of
h
is
o
wn
th
in
k
i
n
g
p
r
o
ce
s
s
an
d
can
d
ev
elo
p
an
au
to
c
o
n
tr
o
l
a
b
o
u
t
t
h
is
p
r
o
ce
s
s
.
Me
taco
g
n
itio
n
is
s
ee
n
as
an
im
p
o
r
tan
t
c
o
n
ce
p
t
f
o
r
th
e
d
e
v
elo
p
m
e
n
t
of
in
d
iv
id
u
als
an
d
a
wid
e
r
an
g
e
of
r
esear
ch
is
done
in
th
is
ar
ea
.
Ho
wev
er
,
th
e
r
esear
ch
es
d
id
not
em
p
h
asize
th
e
co
m
p
ar
is
o
n
of
m
etac
o
g
n
itio
n
s
tu
d
ies
am
o
n
g
d
if
f
er
en
t
co
u
n
tr
ies.
T
h
e
aim
of
th
is
s
tu
d
y
was
to
co
m
p
ar
e
th
e
m
etac
o
g
n
itio
n
r
esear
ch
in
Tu
r
k
ey
,
Sin
g
a
p
o
r
e
an
d
J
ap
an
b
et
wee
n
th
e
y
ea
r
s
of
2
0
1
0
an
d
2
0
2
0
.
Fo
r
th
is
p
u
r
p
o
s
e,
th
e
r
esear
ch
p
r
o
b
lem
ca
n
be
s
tated
as
"Wh
at
ar
e
th
e
f
ea
tu
r
e
s
of
m
etac
o
g
n
itio
n
r
esear
ch
in
T
u
r
k
e
y
,
Sin
g
ap
o
r
e
an
d
J
ap
an
?"
T
h
e
y
ea
r
s
,
co
u
n
tr
ies,
r
esear
ch
m
eth
o
d
s
,
s
am
p
le
wo
r
k
in
g
g
r
o
u
p
,
d
ata
an
aly
s
is
m
eth
o
d
s
an
d
r
esu
lts
of
th
e
r
esear
ch
es
wer
e
ex
a
m
in
ed
ac
co
r
d
i
n
g
to
co
m
p
ar
ativ
e
ed
u
ca
tio
n
ap
p
r
o
ac
h
es
an
d
d
ata
co
llectio
n
tech
n
iq
u
es.
Via
th
ese
co
m
p
ar
i
s
o
n
s
,
th
e
ef
f
ec
ts
of
m
etac
o
g
n
it
iv
e
awa
r
en
ess
in
Sin
g
ap
o
r
e
a
n
d
J
ap
an
ed
u
ca
tio
n
al
s
y
s
tem
s
ar
e
ex
p
ec
ted
to
be
s
p
o
tted
an
d
lead
as
a
s
o
u
r
ce
f
o
r
T
u
r
k
is
h
n
atio
n
al
ed
u
ca
tio
n
s
y
s
tem
.
So
th
at
it
will
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I
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-
8
8
2
2
Meta
co
g
n
itio
n
r
esea
r
ch
es in
Tu
r
ke
y,
Ja
p
a
n
a
n
d
S
in
g
a
p
o
r
e
(
A
yşe
E
lito
k
K
esici
)
537
co
n
tr
ib
u
te
to
in
cr
ea
s
e
T
u
r
k
is
h
s
tu
d
en
ts
’
s
u
cc
ess
in
in
ter
n
ati
o
n
al
ex
am
s
s
u
ch
as
PISA
,
T
r
e
n
d
s
in
I
n
ter
n
atio
n
al
Ma
th
em
atics a
n
d
Scien
ce
Stu
d
y
(
T
I
MSS
)
an
d
Pro
g
r
ess
in
I
n
ter
n
atio
n
al
R
ea
d
in
g
L
iter
ac
y
Stu
d
y
(
PIRLS
)
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
B
r
ay
an
d
T
h
o
m
as
m
eth
o
d
,
o
n
e
of
th
e
m
eth
o
d
s
u
s
ed
in
co
m
p
ar
ativ
e
ed
u
ca
tio
n
,
was
u
s
ed
in
th
e
r
esear
ch
.
B
r
ay
an
d
T
h
o
m
as
[
2
6
]
h
av
e
d
ev
el
o
p
ed
a
m
eth
o
d
t
h
at
can
be
u
s
ed
to
class
if
y
co
m
p
ar
ativ
e
s
tu
d
ies
in
ed
u
ca
tio
n
by
lev
el
an
d
ty
p
e.
T
h
e
m
eth
o
d
,
wh
ich
can
be
co
n
s
id
er
ed
as
a
b
r
ea
k
d
o
wn
of
th
e
t
o
p
ics
ex
am
in
ed
in
co
m
p
ar
is
o
n
s
,
is
an
an
aly
tical
t
o
o
l
f
o
r
th
e
co
m
p
ar
ativ
e
s
tu
d
y
of
wh
o
,
wh
at
a
n
d
w
h
er
e
q
u
esti
o
n
s
of
r
esear
ch
[
2
7
]
.
In
r
esp
o
n
s
e
to
th
e
q
u
esti
o
n
“w
ho
”
T
u
r
k
ey
,
J
ap
an
an
d
Sin
g
ap
o
r
e
wer
e
s
elec
ted
as
co
u
n
tire
s
,
in
r
esp
o
n
s
e
to
th
e
q
u
esti
o
n
“wh
at
”
m
etac
o
g
n
itio
n
an
d
in
r
esp
o
n
s
e
to
th
e
q
u
esti
o
n
“wh
er
e
”
d
o
c
u
m
en
t
an
al
y
s
is
en
v
ir
o
n
m
en
t
wer
e
d
ef
in
ed
.
In
th
is
r
esear
ch
,
“r
ev
i
ew”
m
eth
o
d
was
u
s
ed
to
ex
am
in
e
m
etac
o
g
n
itio
n
s
tu
d
ies.
In
t
h
is
m
eth
o
d
,
wr
itte
n
d
o
cu
m
e
n
ts
ab
o
u
t
th
e
p
h
en
o
m
e
n
o
n
or
ev
e
n
ts
d
is
cu
s
s
ed
in
th
e
r
esear
ch
ar
e
an
aly
ze
d
[
2
8
]
.
L
iter
atu
r
e
r
ev
iews
ar
e
u
s
ed
to
g
u
id
e
f
u
tu
r
e
r
esear
ch
an
d
p
r
ac
tices
by
r
ev
ea
lin
g
im
p
o
r
tan
t
lin
k
s
an
d
f
o
r
m
s
in
f
ield
r
esear
ch
in
ed
u
ca
tio
n
al
r
esear
ch
[
2
9
]
.
In
th
is
co
n
tex
t,
r
elev
an
t
ar
ticles
an
d
th
eses
wer
e
s
ca
n
n
ed
an
d
d
ata
wer
e
o
b
tain
ed
.
Du
r
in
g
th
e
r
esear
ch
,
wh
ile
an
a
ly
zin
g
th
e
d
o
cu
m
en
ts
,
th
e
cu
r
r
en
t
d
atab
ases
wer
e
ex
am
in
ed
an
d
p
r
im
ar
y
s
o
u
r
ce
s
wer
e
tr
ied
to
be
r
ea
ch
e
d
,
a
n
d
t
h
e
d
atab
ases
of
th
e
e
d
u
ca
tio
n
m
i
n
is
tr
ies
of
th
e
r
elev
an
t
c
o
u
n
t
r
ies,
v
ir
tu
al
lib
r
a
r
ies,
web
s
ites
of
th
e
u
n
iv
er
s
ities
an
d
d
atab
ases
of
s
cien
tific
p
u
b
licatio
n
s
wer
e
u
s
ed
.
In
th
e
s
tu
d
y
,
th
e
k
ey
wo
r
d
s
u
s
ed
wh
en
in
v
esti
g
atin
g
th
e
m
eta
co
g
n
itio
n
c
o
n
ce
p
t
in
th
e
r
elate
d
co
u
n
tr
ies
wer
e
d
eter
m
in
ed
as
"m
etac
o
g
n
itio
n
"
an
d
"
m
etac
o
g
n
itiv
e"
.
C
o
n
ten
t
an
aly
s
is
of
th
e
r
eso
u
r
ce
s
r
ea
ch
ed
in
lin
e
with
th
ese
k
ey
wo
r
d
s
was
m
ad
e.
Su
r
i
an
d
C
lar
k
e
[
3
0
]
d
ef
in
e
th
e
im
p
o
r
tan
ce
of
c
o
n
ten
t
an
aly
s
is
as
"r
esear
ch
s
y
n
th
eses
th
at
h
av
e
a
v
al
u
ab
le
r
o
le
in
s
h
ap
in
g
f
u
tu
r
e
s
tu
d
ies,
p
r
ac
tices,
p
o
licies
an
d
d
is
s
em
in
atin
g
th
e
r
esear
ch
to
p
ic".
In
o
r
d
er
to
co
llect
d
ata
in
th
e
s
tu
d
y
,
th
e
s
ea
r
ch
was
done
by
en
ter
i
n
g
th
e
k
ey
wo
r
d
"m
etac
o
g
n
itio
n
"
in
th
e
d
atab
ases
s
u
ch
as
"
R
esear
ch
g
ate
,
"
"
A
ca
d
em
ia
,
"
"
E
R
I
C
"
an
d
YOK
T
h
esis
C
en
ter
an
d
th
en
in
t
h
e
Go
o
g
le
Sch
o
lar
s
ea
r
ch
en
g
in
e.
Fu
ll
tex
t
ar
ticles
wer
e
r
ea
ch
ed
as
a
r
esu
lt
of
th
is
s
ea
r
ch
.
In
ad
d
itio
n
,
v
ar
io
u
s
th
eses
on
th
e
s
u
b
ject
h
av
e
b
ee
n
u
s
ed
.
In
th
is
s
tu
d
y
,
14
f
u
ll
tex
t
jo
u
r
n
al
ar
ticles
wer
e
ac
ce
s
s
ed
an
d
one
th
esis
was
ex
am
in
ed
.
In
th
is
co
n
tex
t,
52
s
o
u
r
ce
s
h
av
e
b
ee
n
r
ea
c
h
ed
.
Scan
s
,
ac
co
r
d
in
g
to
Kar
asar
[
3
1
]
;
a
r
e
r
esear
ch
ap
p
r
o
ac
h
es
th
at
tr
y
to
d
escr
ib
e
a
s
itu
atio
n
as
it
is
in
th
e
p
ast
or
s
till
.
In
th
is
s
tu
d
y
,
s
ec
o
n
d
ar
y
d
ata
s
o
u
r
ce
s
p
u
b
lis
h
ed
in
t
h
e
p
ast
r
elate
d
to
m
etac
o
g
n
itio
n
wer
e
in
v
esti
g
at
ed
.
T
h
er
e
f
o
r
e,
t
h
e
s
tu
d
y
is
in
t
h
e
liter
atu
r
e
r
ev
iew
m
o
d
el.
Acc
o
r
d
in
g
to
E
r
k
u
ş
[
3
2
]
liter
atu
r
e
r
ev
iews
ar
e
to
ex
am
in
e
an
d
an
aly
ze
t
h
e
wo
r
k
s
t
h
at
h
av
e
b
ee
n
done
an
d
ac
cu
m
u
lated
in
a
ce
r
tain
a
r
ea
.
In
th
is
m
eth
o
d
,
th
e
ad
v
an
t
ag
es
an
d
d
is
ad
v
an
tag
es
of
th
e
s
tu
d
ies
ar
e
cr
itically
h
an
d
led
a
n
d
im
p
o
r
tan
t
in
f
er
en
ce
s
ar
e
m
ad
e
f
o
r
n
ew
s
tu
d
ies.
In
th
is
wo
r
k
in
g
p
r
o
ce
s
s
a
th
r
e
e
-
s
tep
m
eth
o
d
[
3
3
]
:
1)
Dete
r
m
in
atio
n
of
th
e
s
u
r
v
ey
m
eth
o
d
a
n
d
s
elec
tio
n
c
r
iter
ia:
Qu
an
titativ
e,
q
u
alitativ
e
a
n
d
m
ix
ed
m
eth
o
d
r
esear
ch
es
wer
e
ex
am
in
ed
in
o
r
d
er
to
clea
r
ly
d
eter
m
in
e
th
e
ch
ar
ac
ter
is
tics
an
d
r
esu
lts
of
t
h
e
s
tu
d
ies
an
d
m
etac
o
g
n
itio
n
r
esear
ch
.
It
was
tak
en
in
to
co
n
s
id
er
atio
n
th
at
th
ey
wer
e
p
u
b
lis
h
ed
in
r
ef
er
ee
d
j
o
u
r
n
als
u
s
in
g
th
ese
r
esear
ch
p
atter
n
s
.
2)
Scan
n
in
g
p
r
o
ce
s
s
:
In
th
is
s
tag
e,
f
ir
s
tly
,
q
u
e
r
ies
with
k
ey
wo
r
d
s
wer
e
co
n
d
u
cted
in
d
atab
ases
.
3)
An
aly
s
is
p
r
o
ce
s
s
:
T
h
e
way
in
wh
ich
ar
ticles
an
d
t
h
eses
d
ea
l
with
th
e
c
o
n
ce
p
t
of
m
etac
o
g
n
i
tio
n
,
th
e
y
ea
r
s
of
s
tu
d
ies,
r
esear
ch
m
eth
o
d
s
,
s
am
p
le
s
tu
d
y
g
r
o
u
p
s
,
d
ata
an
a
ly
s
is
m
eth
o
d
s
an
d
th
e
r
esu
lts
r
ea
ch
ed
in
th
e
r
esear
ch
es
wer
e
ex
am
in
ed
.
Fin
d
in
g
s
h
a
v
e
em
er
g
ed
with
in
t
h
is
f
r
am
ewo
r
k
.
3.
F
I
NDING
S
In
th
is
p
ar
t
of
th
e
r
esear
ch
,
as
a
r
esu
lt
of
th
e
liter
atu
r
e
r
ev
iew
,
g
en
er
al
an
aly
s
is
of
th
e
s
tu
d
ie
s
h
as
b
ee
n
done
by
in
clu
d
i
n
g
s
tu
d
ies
ab
o
u
t
m
etac
o
g
n
itio
n
m
ad
e
in
th
e
r
elev
an
t
co
u
n
tr
ies.
In
T
ab
le
1,
f
o
u
r
r
esear
ch
a
r
ticles
f
r
o
m
T
u
r
k
ey
an
d
f
iv
e
r
esear
ch
ar
ticles
s
elec
ted
r
esp
ec
tiv
ely
f
r
o
m
J
ap
an
an
d
Sin
g
a
p
o
r
e
ar
e
d
e
m
o
n
s
tr
ated
.
T
h
ese
ar
ticles
ar
e
f
o
u
r
teen
in
to
tal.
In
ad
d
itio
n
,
in
T
ab
le
1,
th
er
e
is
o
n
e
th
esis
f
r
o
m
T
u
r
k
ey
.
T
h
e
c
o
u
n
tr
ies,
r
esear
ch
er
s
,
y
ea
r
s
an
d
n
am
es
of
th
e
th
eses
an
d
ar
ticles
ar
e
in
clu
d
ed
in
t
h
e
T
ab
le
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
5
3
5
-
5
4
4
538
T
ab
le
1.
Stu
d
ies
ab
o
u
t
m
etac
o
g
n
itio
n
in
T
u
r
k
e
y
,
J
ap
an
a
n
d
S
in
g
ap
o
r
e
C
o
u
n
t
r
y
R
e
f
e
r
e
n
c
e
R
e
se
a
r
c
h
t
i
t
l
e
Tu
r
k
e
y
[
1
]
Th
e
e
f
f
e
c
t
o
f
w
e
b
b
a
s
e
d
e
d
u
c
a
t
i
o
n
o
n
l
e
a
r
n
e
r
s'
a
w
a
r
e
n
e
ss
o
f
me
t
a
c
o
g
n
i
t
i
o
n
[
3
4
]
R
e
l
a
t
i
o
n
s
h
i
p
a
m
o
n
g
m
e
t
a
c
o
g
n
i
t
i
o
n
,
ı
n
t
e
l
l
i
g
e
n
c
e
a
n
d
l
e
a
r
n
i
n
g
p
e
r
f
o
r
m
a
n
c
e
f
r
o
m
t
e
x
t
[
3
5
]
M
e
t
a
c
o
g
n
i
t
i
v
e
a
w
a
r
e
n
e
ss
o
f
r
e
a
d
i
n
g
s
t
r
a
t
e
g
i
e
s
l
e
v
e
l
s
o
f
s
e
c
o
n
d
a
r
y
s
c
h
o
o
l
s
t
u
d
e
n
t
s
[
3
6
]
Ex
a
m
i
n
i
n
g
me
t
a
c
o
g
n
i
t
i
v
e
a
w
a
r
e
n
e
ss
o
f
p
r
o
s
p
e
c
t
i
v
e
se
c
o
n
d
a
r
y
s
c
h
o
o
l
ma
t
h
e
m
a
t
i
c
s
t
e
a
c
h
e
r
s i
n
t
e
r
ms
o
f
s
o
m
e
v
a
r
i
a
b
l
e
s
[
3
7
]
A
n
i
n
v
e
s
t
i
g
a
t
i
o
n
o
f
t
h
e
l
e
v
e
l
s
o
f
E
n
g
l
i
s
h
t
e
a
c
h
e
r
c
a
n
d
i
d
a
t
e
s
u
si
n
g
m
e
t
a
c
o
g
n
i
t
i
v
e
r
e
a
d
i
n
g
s
t
r
a
t
e
g
i
e
s i
n
t
e
r
ms
o
f
d
i
f
f
e
r
e
n
t
v
a
r
i
a
b
l
e
s (T
h
e
c
a
s
e
o
f
Er
c
i
y
e
s U
n
i
v
e
r
si
t
y
)
Jap
a
n
[
3
8
]
Th
e
e
f
f
e
c
t
s
o
f
a
s
t
u
d
y
a
b
r
o
a
d
e
x
p
e
r
i
e
n
c
e
o
n
t
h
e
L2
m
o
t
i
v
a
t
i
o
n
a
l
sel
f
a
n
d
met
a
c
o
g
n
i
t
i
v
e
sk
i
l
l
s:
A
st
u
d
y
o
f
a
j
u
n
i
o
r
h
i
g
h
sc
h
o
o
l
t
r
i
p
a
b
r
o
a
d
[
3
9
]
A
q
u
a
n
t
i
t
a
t
i
v
e
s
u
r
v
e
y
o
n
me
t
a
c
o
g
n
i
t
i
v
e
a
w
a
r
e
n
e
ss o
f
r
e
a
d
i
n
g
st
r
a
t
e
g
y
u
se
i
n
E
n
g
l
i
s
h
b
y
Ja
p
a
n
e
s
e
u
n
i
v
e
r
si
t
y
st
u
d
e
n
t
s
[
4
0
]
P
r
o
mo
t
i
n
g
c
o
g
n
i
t
i
v
e
a
n
d
me
t
a
c
o
g
n
i
t
i
v
e
a
w
a
r
e
n
e
ss
t
h
r
o
u
g
h
s
e
l
f
-
st
u
d
y
m
o
d
u
l
e
s:
A
n
ı
n
v
e
s
t
i
g
a
t
i
o
n
ı
n
t
o
a
d
v
i
so
r
c
o
mm
e
n
t
s
[
4
1
]
D
e
v
e
l
o
p
m
e
n
t
o
f
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
w
i
t
h
met
a
c
o
g
n
i
t
i
v
e
r
e
g
u
l
a
t
i
o
n
[
4
2
]
S
e
l
f
-
A
c
c
e
ss
a
n
d
M
e
t
a
c
o
g
n
i
t
i
v
e
A
w
a
r
e
n
e
ss
i
n
Y
o
u
n
g
Le
a
r
n
e
r
s:
H
o
w
J
a
p
a
n
e
se
s
i
x
t
h
g
r
a
d
e
r
s
l
e
a
r
n
h
o
w
t
o
l
e
a
r
n
En
g
l
i
s
h
S
i
n
g
a
p
o
r
e
[
4
3
]
Th
e
i
m
p
a
c
t
o
f
met
a
c
o
g
n
i
t
i
v
e
s
c
a
f
f
o
l
d
i
n
g
a
n
d
m
o
n
i
t
o
r
i
n
g
o
n
r
e
a
d
i
n
g
c
o
m
p
r
e
h
e
n
si
o
n
[
4
4
]
P
a
r
t
i
a
l
m
e
t
a
c
o
g
n
i
t
i
v
e
b
l
i
n
d
n
e
ss
i
n
c
o
l
l
a
b
o
r
a
t
i
v
e
p
r
o
b
l
e
m s
o
l
v
i
n
g
[
4
5
]
A
met
a
c
o
g
n
i
t
i
v
e
a
p
p
r
o
a
c
h
ı
n
k
i
c
k
-
st
a
r
t
i
n
g
t
h
e
u
n
d
e
r
st
a
n
d
i
n
g
a
n
d
p
l
a
n
n
i
n
g
p
h
a
ses
o
f
mat
h
e
m
a
t
i
c
a
l
p
r
o
b
l
e
m s
o
l
v
i
n
g
[
4
6
]
S
h
i
f
t
i
n
g
p
r
e
-
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s’
met
a
c
o
g
n
i
t
i
o
n
t
h
r
o
u
g
h
p
r
o
b
l
e
m
so
l
v
i
n
g
[
4
7
]
I
n
f
l
u
e
n
c
e
s
o
f
me
t
a
c
o
g
n
i
t
i
v
e
a
n
d
se
l
f
-
r
e
g
u
l
a
t
e
d
l
e
a
r
n
i
n
g
s
t
r
a
t
e
g
i
e
s
f
o
r
r
e
a
d
i
n
g
o
n
mat
h
e
m
a
t
i
c
a
l
l
i
t
e
r
a
c
y
o
f
a
d
o
l
e
s
c
e
n
t
s
i
n
A
u
st
r
a
l
i
a
a
n
d
S
i
n
g
a
p
o
r
e
3
.
1
.
F
ind
ing
s
a
bo
ut
re
s
ea
rc
h
on
m
et
a
c
o
g
nitio
n
in
T
urk
ey
Sar
aç
,
Ön
d
er
an
d
Kar
ak
elle
[
3
4
]
s
tu
d
ied
a
b
o
u
t
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
m
etac
o
g
n
itiv
e
i
n
f
o
r
m
atio
n
,
m
etac
o
g
n
itiv
e
m
o
n
ito
r
in
g
an
d
m
etac
o
g
n
itiv
e
co
n
tr
o
l,
g
en
e
r
a
l
in
tellig
en
ce
a
n
d
tex
t
lear
n
in
g
p
er
f
o
r
m
a
n
ce
.
T
h
e
r
esear
ch
was
cr
ea
ted
by
q
u
an
t
itativ
e
m
eth
o
d
.
T
h
e
r
esear
ch
s
am
p
le
co
n
s
is
ts
of
91
p
r
im
ar
y
s
ch
o
o
l
f
if
th
g
r
ad
e
s
tu
d
en
ts
f
r
o
m
f
iv
e
d
if
f
er
e
n
t
p
u
b
lic
s
ch
o
o
ls
in
th
e
city
ce
n
ter
,
wh
o
s
e
f
am
ilies
b
elo
n
g
to
m
id
d
le
in
co
m
e
lev
el.
In
o
r
d
er
to
m
ea
s
u
r
e
g
e
n
er
al
in
t
ellig
en
ce
;
R
av
en
Pro
g
r
ess
iv
e
Ma
tr
ices
T
est,
in
o
r
d
er
to
m
ea
s
u
r
e
s
tu
d
en
ts
'
m
etac
o
g
n
itiv
e
k
n
o
wled
g
e
le
v
el
s;
th
e
Me
taco
g
n
itiv
e
Awa
r
en
ess
Scale
Fo
r
m
A
(
UB
FÖ
-
Ç)
d
ev
elo
p
e
d
by
Sp
er
lin
g
,
et
a
l.
[
4
8
]
f
o
r
th
ir
d
,
f
o
u
r
th
,
an
d
f
i
f
th
g
r
ad
e
s
tu
d
en
ts
,
f
o
r
t
h
e
p
u
r
p
o
s
e
of
m
ea
s
u
r
in
g
s
tu
d
e
n
ts
'
m
etac
o
g
n
itiv
e
s
u
p
e
r
v
is
io
n
le
v
els
wer
e
u
s
ed
an
d
r
e
g
r
ess
io
n
an
aly
s
is
was
im
p
lem
en
ted
to
an
aly
ze
th
e
d
ata
co
llected
by
u
s
in
g
th
in
k
i
n
g
alo
u
d
p
r
o
t
o
co
ls
.
R
eg
r
ess
io
n
an
aly
s
is
r
esu
lt
s
s
u
g
g
est
th
at
m
etac
o
g
n
itiv
e
in
f
o
r
m
atio
n
d
o
es
not
co
n
tr
ib
u
te
to
v
ar
i
ab
ilit
y
in
te
x
t
lear
n
in
g
p
er
f
o
r
m
an
ce
,
wh
ile
m
etac
o
g
n
iti
v
e
m
o
n
ito
r
in
g
an
d
m
etac
o
g
n
itiv
e
s
u
p
er
v
is
io
n
co
n
tr
ib
u
te
s
ig
n
if
ican
tly
to
v
a
r
iatio
n
in
tex
t
lear
n
in
g
p
er
f
o
r
m
a
n
ce
alo
n
g
with
g
en
e
r
al
in
tellig
en
ce
.
As
a
r
esu
lt
of
th
e
r
esear
ch
,
it
was
o
b
s
er
v
ed
th
at
th
er
e
was
no
s
ig
n
if
ican
t
r
e
latio
n
s
h
ip
b
etwe
en
m
etac
o
g
n
itiv
e
i
n
f
o
r
m
atio
n
a
n
d
m
etac
o
g
n
itiv
e
co
n
tr
o
l
a
n
d
g
en
er
al
in
tellig
en
ce
,
wh
ile
th
er
e
was
a
s
tatis
tically
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
e
n
m
etac
o
g
n
itiv
e
m
o
n
ito
r
in
g
a
n
d
g
en
er
al
in
tellig
en
ce
.
T
h
e
pu
r
p
o
s
e
o
f
B
altac
ı
an
d
Ak
p
ın
ar
[
1
]
r
esear
ch
is
to
d
eter
m
i
n
e
th
e
ef
f
ec
t
o
f
web
-
b
ased
ed
u
ca
tio
n
on
s
tu
d
en
ts
'
m
etac
o
g
n
itiv
e
awa
r
e
n
ess
lev
el.
T
h
e
r
esear
ch
was
c
r
ea
ted
by
q
u
a
n
titativ
e
m
eth
o
d
.
T
h
e
r
esear
ch
was
ca
r
r
ied
o
u
t
on
a
to
tal
of
86
(
4
3
ex
p
e
r
im
en
ts
,
43
co
n
tr
o
l)
s
tu
d
en
ts
s
tu
d
y
in
g
at
th
e
Vali
Ah
m
et
C
em
il
Ser
h
ad
lı
Prim
ar
y
Sch
o
o
l,
lo
ca
ted
in
t
h
e
city
ce
n
ter
of
Diy
ar
b
a
k
ır
in
th
e
2
0
0
8
-
2
0
0
9
ac
ad
em
ic
y
ea
r
.
In
th
is
s
tu
d
y
ca
r
r
ied
out
by
ex
p
e
r
im
en
tal
m
eth
o
d
,
th
e
m
o
d
el
with
p
r
etest
-
p
o
s
ttes
t
co
n
tr
o
l
g
r
o
u
p
was
u
s
ed
.
T
h
e
d
ata
in
th
e
s
tu
d
y
wer
e
o
b
tain
ed
with
th
e
"M
etac
o
g
n
i
tio
n
Awa
r
en
ess
I
n
v
en
to
r
y
"
d
ev
elo
p
ed
by
Sch
r
aw
an
d
Den
n
is
o
n
[
4
9
]
.
In
th
is
s
tu
d
y
,
wh
ich
is
b
ased
on
th
e
m
o
d
el
with
p
r
etest
-
p
o
s
ttes
t
co
n
tr
o
l
g
r
o
u
p
in
t
h
e
an
al
y
s
is
of
th
e
d
ata,
in
co
m
p
a
r
is
o
n
of
th
e
m
etac
o
g
n
itiv
e
awa
r
en
ess
in
v
en
to
r
y
s
co
r
es
of
th
e
s
tu
d
en
ts
in
th
e
ex
p
er
im
e
n
tal
an
d
co
n
tr
o
l
g
r
o
u
p
s
in
d
ep
en
d
en
t
g
r
o
u
p
s
“T
”
test
(
I
n
d
ep
e
n
d
en
t
Sam
p
les
“T
”
test
)
;
in
co
m
p
ar
is
o
n
of
th
e
m
etac
o
g
n
itiv
e
awa
r
e
n
ess
in
v
en
to
r
y
s
co
r
es
of
th
e
g
r
o
u
p
s
,
d
ep
en
d
en
t
g
r
o
u
p
s
'
t'
test
(
P
air
ed
Sam
p
les
t
tes
t)
was
u
s
e
d
.
It
was
d
eter
m
in
ed
f
r
o
m
th
e
a
n
aly
s
is
of
th
e
d
ata
t
h
at
web
-
b
ased
teac
h
in
g
d
id
n
o
t
h
av
e
a
s
tatis
tically
s
ig
n
if
ican
t
ef
f
ec
t
on
s
tu
d
en
ts
'
m
etac
o
g
n
itiv
e
awa
r
e
n
ess
lev
el.
T
h
e
p
u
r
p
o
s
e
of
t
h
e
r
esear
ch
co
n
d
u
cte
d
by
Kan
a
[
3
5
]
is
to
d
eter
m
in
e
th
e
m
etac
o
g
n
itiv
e
awa
r
en
ess
lev
els
of
m
id
d
le
s
ch
o
o
l
s
tu
d
en
ts
'
r
ea
d
in
g
s
tr
ateg
ies,
an
d
to
d
eter
m
in
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
ts
'
m
etac
o
g
n
itiv
e
r
ea
d
in
g
s
tr
ateg
y
u
s
ag
e
lev
els
an
d
th
eir
r
ea
d
in
g
lev
els,
ag
e,
g
en
d
e
r
,
b
o
o
k
r
ea
d
i
n
g
,
T
u
r
k
is
h
r
ea
d
in
g
lev
el.
T
h
e
r
esear
ch
was
d
es
ig
n
ed
by
q
u
an
titativ
e
m
eth
o
d
.
D
escr
ip
tiv
e
s
u
r
v
ey
m
o
d
el
was
u
s
ed
in
th
e
r
esear
ch
.
T
h
e
s
am
p
le
g
r
o
u
p
of
t
h
e
r
esea
r
ch
was
cr
ea
ted
by
r
a
n
d
o
m
s
am
p
lin
g
m
eth
o
d
.
T
h
e
s
am
p
le
of
th
e
s
tu
d
y
co
n
s
is
ts
of
350
5
th
an
d
6
th
g
r
a
d
e
s
tu
d
en
ts
s
tu
d
y
in
g
in
I
s
tan
b
u
l
in
th
e
f
ir
s
t
s
em
ester
of
th
e
2012
-
2
0
1
3
ac
ad
em
ic
y
ea
r
.
In
lin
e
with
th
e
aim
of
th
e
r
esear
c
h
,
Me
taco
g
n
itiv
e
Awa
r
en
ess
of
R
ea
d
in
g
Stra
teg
ies
I
n
v
e
n
to
r
y
ad
ap
ted
to
T
u
r
k
is
h
by
Öztü
r
k
[
5
0
]
wer
e
a
p
p
lied
to
th
e
s
tu
d
en
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with
SPSS
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p
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I
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8
8
2
2
Meta
co
g
n
itio
n
r
esea
r
ch
es in
Tu
r
ke
y,
Ja
p
a
n
a
n
d
S
in
g
a
p
o
r
e
(
A
yşe
E
lito
k
K
esici
)
539
r
esear
ch
,
s
ig
n
if
ican
t
c
o
r
r
elatio
n
s
wer
e
f
o
u
n
d
b
etwe
en
th
e
s
tu
d
en
ts
'
u
s
e
of
m
etac
o
g
n
itiv
e
s
tr
ateg
y
an
d
v
ar
iab
les
s
u
ch
as
ag
e,
g
en
d
er
,
r
ea
d
in
g
,
c
o
u
r
s
e
s
u
cc
ess
,
an
d
f
am
ily
r
ea
d
in
g
lev
el.
T
h
e
aim
of
th
e
r
esear
ch
co
n
d
u
cted
by
Den
iz
,
et
a
l.
[
3
6
]
is
to
ex
am
i
n
e
th
e
p
r
e
-
s
er
v
ice
m
ath
em
atics
teac
h
er
ca
n
d
id
ates'
awa
r
en
ess
of
u
s
in
g
m
etac
o
g
n
itio
n
s
tr
ateg
ies
an
d
m
etac
o
g
n
itiv
e
d
im
en
s
io
n
s
;
th
e
k
n
o
wled
g
e
of
th
e
c
o
g
n
itio
n
an
d
d
esig
n
in
g
of
co
g
n
itio
n
d
im
en
s
io
n
s
ac
co
r
d
in
g
to
th
eir
g
r
ad
e
le
v
els
an
d
g
en
d
er
.
T
h
e
r
esear
c
h
was
cr
ea
ted
by
q
u
an
titativ
e
m
eth
o
d
.
T
h
e
s
am
p
le
of
th
e
r
esea
r
ch
co
n
s
is
ts
of
1
1
7
p
r
o
s
p
ec
tiv
e
teac
h
er
s
s
tu
d
y
in
g
at
th
e
Dep
ar
tm
en
t
of
Seco
n
d
ar
y
Ma
th
em
atics
T
ea
ch
in
g
at
E
r
zu
r
u
m
Atatu
r
k
Un
iv
e
r
s
ity
Kaz
ım
Kar
ab
ek
ir
E
d
u
ca
tio
n
Facu
lty
.
L
i
k
er
t
-
ty
p
e
Me
taco
g
n
itiv
e
Awa
r
en
ess
I
n
v
en
to
r
y
c
o
n
s
is
tin
g
of
52
item
s
was
u
s
ed
as
a
d
ata
co
llectio
n
to
o
l
in
th
is
s
tu
d
y
,
wh
ich
u
s
ed
a
co
m
p
ar
is
o
n
m
e
th
o
d
f
r
o
m
th
e
n
o
n
-
ex
p
er
im
en
tal
d
esig
n
s
of
th
e
q
u
an
titativ
e
ap
p
r
o
ac
h
.
T
wo
-
w
ay
ANOVA
an
d
two
-
way
MA
NOVA
test
s
wer
e
p
er
f
o
r
m
ed
by
u
s
in
g
SPSS
1
8
.
0
p
ac
k
ag
e
p
r
o
g
r
am
to
an
aly
ze
t
h
e
d
ata.
Acc
o
r
d
in
g
to
th
e
f
in
d
in
g
s
,
th
e
r
e
is
no
s
ig
n
if
ican
t
d
if
f
er
en
ce
be
twee
n
m
etac
o
g
n
itio
n
awa
r
en
ess
s
co
r
es
an
d
g
r
ad
e
le
v
els
an
d
g
en
d
e
r
d
if
f
e
r
en
ce
s
.
In
ad
d
itio
n
,
th
er
e
was
no
s
ig
n
i
f
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
k
n
o
wl
ed
g
e
of
co
g
n
itio
n
an
d
co
g
n
itio
n
r
eg
u
latio
n
s
co
r
es.
T
he
r
esear
ch
by
Gö
k
ş
en
[
3
7
]
ex
am
in
e
d
E
n
g
lis
h
teac
h
er
ca
n
d
id
ates’
m
etac
o
g
n
itiv
e
r
ea
d
in
g
s
tr
ateg
ies
u
s
ag
e
lev
els
with
in
th
e
f
r
am
ewo
r
k
of
d
if
f
er
en
t
v
ar
ia
b
les.
T
h
e
r
esear
ch
was
d
esig
n
ed
by
q
u
an
titativ
e
m
eth
o
d
.
Su
r
v
ey
m
o
d
el
was
u
s
ed
in
th
e
r
esear
ch
.
T
h
e
u
n
iv
er
s
e
of
th
e
r
esear
ch
was
co
m
p
o
s
ed
of
E
n
g
lis
h
L
an
g
u
a
g
e
an
d
L
iter
atu
r
e
s
tu
d
en
ts
of
E
r
ciy
es
Un
iv
er
s
ity
Facu
lty
of
E
d
u
ca
t
io
n
an
d
Facu
lty
of
L
iter
atu
r
e.
T
h
e
s
am
p
le
of
th
e
s
tu
d
y
co
n
s
is
ted
of
3
2
8
s
tu
d
en
ts
,
of
wh
ich
217
wer
e
wo
m
en
an
d
1
1
1
wer
e
m
en
.
T
h
e
Me
t
ac
o
g
n
itiv
e
R
ea
d
in
g
Stra
teg
ies
Qu
esti
o
n
n
air
e
(
MRS
Q,
Me
taco
g
n
itiv
e
R
ea
d
in
g
Stra
teg
ies
Qu
esti
o
n
n
air
e)
d
ev
elo
p
ed
by
T
ar
ab
a
n
,
Ker
r
an
d
R
y
n
ea
r
s
o
n
[
5
1
]
a
n
d
ad
ap
ted
to
T
u
r
k
is
h
by
C
o
g
m
en
[
5
2
]
was
u
s
ed
as
th
e
d
ata
co
llectio
n
to
o
l.
Acc
o
r
d
in
g
to
th
e
r
esu
lts
of
th
e
r
esear
ch
,
p
r
o
s
p
ec
tiv
e
E
n
g
lis
h
teac
h
er
s
u
s
e
an
al
y
tical
an
d
p
r
ag
m
atic
s
tr
ateg
ies
at
th
e
in
ter
m
ed
iate
lev
el.
T
h
er
e
was
al
s
o
no
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
g
en
d
er
an
d
th
e
u
s
e
of
p
r
ag
m
atic
s
tr
ateg
y
,
wh
ich
is
one
of
th
e
to
p
m
etac
o
g
n
itiv
e
r
ea
d
in
g
s
tr
ateg
ies,
an
d
it
was
s
ee
n
t
h
at
t
h
e
lev
el
of
f
e
m
ale
s
tu
d
en
ts
u
s
in
g
a
n
aly
tical
s
tr
ate
g
ies,
wh
ich
is
a
n
o
th
e
r
to
p
m
et
ac
o
g
n
itiv
e
r
ea
d
in
g
s
tr
ateg
ies
was
lo
wer
th
an
m
ale
s
tu
d
en
ts
.
In
ad
d
itio
n
,
s
tu
d
e
n
ts
wh
o
s
e
m
o
th
er
ed
u
ca
tio
n
lev
el
is
u
n
iv
er
s
ity
g
r
a
d
u
ate
a
n
d
s
tu
d
en
ts
wh
o
h
av
e
g
r
ad
u
ated
fro
m
h
ig
h
s
ch
o
o
l
ty
p
e
“Scien
ce
”
an
d
“An
ato
lia
n
Hig
h
Sch
o
o
l”
u
s
e
m
o
r
e
m
e
taco
g
n
itiv
e
r
ea
d
in
g
s
tr
ateg
ies.
3
.
2
.
F
ind
ing
s
a
bo
ut
re
s
ea
rc
h
on
m
et
a
c
o
g
nitio
n
in
J
a
pa
n
In
h
is
s
tu
d
y
,
Ad
r
ian
[
3
8
]
in
v
esti
g
ated
th
e
ef
f
ec
ts
of
th
e
s
ec
o
n
d
lan
g
u
ag
e
(
E
n
g
lis
h
)
on
s
tu
d
en
ts
'
m
o
tiv
atio
n
al
s
elf
an
d
m
etac
o
g
n
itiv
e
s
k
ills
.
T
h
e
s
am
p
le
of
th
e
s
tu
d
y
co
n
s
is
ts
of
74
J
ap
an
ese
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
p
ar
ticip
atin
g
in
a
s
h
o
r
t
-
ter
m
tr
ip
ab
r
o
ad
.
T
h
e
m
ix
ed
m
eth
o
d
was
u
s
ed
in
th
e
r
esear
ch
.
A
q
u
esti
o
n
n
air
e
f
o
r
m
was
u
s
ed
to
co
llect
d
ata
an
d
o
b
s
er
v
atio
n
s
wer
e
m
ad
e.
As
a
r
esu
lt
of
th
e
r
esear
ch
;
a
s
lig
h
t
in
cr
ea
s
e
in
s
tu
d
en
ts
'
m
o
tiv
atio
n
an
d
m
et
ac
o
g
n
itiv
e
s
k
ills
was
o
b
s
er
v
e
d
im
m
ed
iately
af
ter
th
eir
tr
a
v
el
ab
r
o
ad
.
It
was
o
b
s
er
v
ed
th
at
s
tu
d
en
ts
'
m
o
tiv
atio
n
s
an
d
m
etac
o
g
n
itiv
e
s
k
ills
r
etu
r
n
e
d
to
th
eir
p
r
ev
io
u
s
le
v
els
ap
p
r
o
x
im
ately
two
m
o
n
th
s
a
f
ter
r
et
u
r
n
in
g
f
r
o
m
tr
av
el.
B
ased
on
th
e
q
u
alitati
v
e
d
ata
o
b
tain
ed
f
r
o
m
s
tu
d
e
n
ts
'
r
esp
o
n
s
es
to
o
p
en
-
en
d
ed
item
s
in
th
e
q
u
esti
o
n
n
ai
r
es,
th
e
s
tu
d
y
p
r
o
g
r
am
ab
r
o
ad
is
co
n
s
id
er
ed
to
be
b
en
ef
icial
f
o
r
th
e
p
ar
ticip
a
n
ts
in
th
e
s
h
o
r
t
ter
m
.
M
o
r
e
co
n
ce
r
n
s
h
o
u
ld
be
g
iv
en
to
th
e
s
tu
d
y
ab
r
o
ad
p
r
o
g
r
am
in
o
r
d
er
to
ac
h
iev
e
m
ax
im
u
m
ef
f
ec
t
of
s
u
c
h
ex
p
e
r
ien
ce
.
In
h
is
s
tu
d
y
,
Sh
ik
an
o
[
3
9
]
in
v
esti
g
ated
th
e
ef
f
ec
t
of
th
e
u
s
e
of
r
ea
d
in
g
s
tr
ateg
y
in
s
tu
d
en
t
s
'
E
n
g
lis
h
class
on
th
eir
m
etac
o
g
n
itiv
e
awa
r
en
ess
.
T
h
e
r
esear
ch
was
d
esig
n
ed
by
q
u
an
titativ
e
m
e
th
o
d
.
60
J
ap
an
ese
u
n
iv
er
s
ity
s
tu
d
en
ts
p
ar
ticip
at
ed
in
th
e
r
esear
ch
.
As
a
m
ea
n
s
of
c
o
llectin
g
d
ata,
Me
taco
g
n
itiv
e
Awa
r
en
ess
I
n
v
en
to
r
y
w
as
u
s
ed
to
d
eter
m
in
e
s
tu
d
en
ts
'
r
ea
d
in
g
s
tr
ateg
ies.
Facto
r
an
aly
s
is
was
p
er
f
o
r
m
e
d
to
an
aly
ze
th
e
d
ata
o
b
tain
ed
f
r
o
m
th
e
in
v
en
to
r
y
.
As
a
r
esu
lt
of
th
e
r
esear
c
h
,
it
was
co
n
clu
d
e
d
th
at
th
e
u
s
e
of
r
ea
d
in
g
s
tr
ateg
y
in
E
n
g
lis
h
less
o
n
s
d
o
es
not
h
av
e
a
s
ig
n
if
ican
t
ef
f
ec
t
on
s
tu
d
en
ts
'
m
etac
o
g
n
itiv
e
awa
r
en
ess
.
T
h
er
ef
o
r
e,
th
e
r
esu
lts
of
p
r
ev
io
u
s
s
tu
d
ies
on
th
is
s
u
b
j
ec
t
h
av
e
b
ee
n
ac
ce
p
ted
.
It
is
s
u
g
g
ested
th
at
th
is
s
tu
d
y
be
done
by
ch
o
o
s
in
g
lar
g
er
s
am
p
le
g
r
o
u
p
s
.
T
h
e
r
esear
ch
by
My
n
ar
d
[
4
0
]
aim
s
to
an
aly
ze
th
e
co
m
m
en
ts
of
lear
n
in
g
co
n
s
u
ltan
ts
to
r
aise
a
d
ee
p
er
lev
el
of
awa
r
en
ess
ab
o
u
t
th
e
i
n
d
iv
id
u
alize
d
f
o
r
eig
n
lan
g
u
ag
e
lear
n
in
g
p
r
o
ce
s
s
an
d
to
p
r
o
m
o
te
m
etac
o
g
n
itiv
e
awa
r
en
ess
.
T
h
e
r
esear
ch
was
d
esig
n
ed
by
q
u
alitativ
e
m
eth
o
d
.
Sev
en
s
tu
d
en
t
ad
v
is
o
r
s
p
ar
ti
cip
ated
in
th
e
s
tu
d
y
to
o
b
tain
d
ata
f
r
o
m
24
u
n
i
v
er
s
ity
s
tu
d
en
ts
.
T
h
e
d
ata
wer
e
co
llected
d
u
r
in
g
an
ed
u
ca
tio
n
p
e
r
io
d
u
s
in
g
th
e
o
r
al
an
d
wr
itten
in
ter
v
iew
m
eth
o
d
with
th
e
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24
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Fo
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cr
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4
2
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x
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iv
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al
lea
r
n
in
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a
n
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m
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T
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p
le
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is
ted
of
34
p
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im
ar
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ch
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6
th
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r
a
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1
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ter
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3
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ip
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Ng
[
4
4
]
ex
p
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f
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co
llab
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ativ
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ase
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one
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le
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th
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tal
of
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s
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d
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th
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7
th
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r
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1
3
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14
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s
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in
16
b
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ch
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ch
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T
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of
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m
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th
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n
th
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wa
s
c
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m
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ep
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As
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lt
of
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th
at
s
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tially
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eg
ativ
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each
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th
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m
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g
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th
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ativ
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ce
s
s
.
R
esear
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Ho
n
g
,
et
a
l.
[
4
5
]
in
v
esti
g
ated
th
e
e
f
f
ec
t
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a
m
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p
lan
on
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ab
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atica
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titativ
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th
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th
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h
.
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im
e
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tal
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th
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tr
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im
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ta
l
g
r
o
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p
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s
is
ts
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31
an
d
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tr
o
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32
p
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ch
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4
th
g
r
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In
th
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test
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Descr
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m
eth
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th
e
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is
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th
e
s
tu
d
y
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it
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co
n
clu
d
ed
th
at
th
e
u
s
e
of
m
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o
g
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itiv
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p
lan
h
as
a
p
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s
itiv
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ef
f
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t
on
th
e
s
o
lu
tio
n
of
m
ath
em
atica
l
p
r
o
b
lem
s
.
R
esear
ch
by
L
ee
a
n
d
T
eo
[
4
6
]
aim
ed
to
u
n
d
er
s
tan
d
wh
eth
er
t
h
e
s
o
lu
tio
n
of
p
o
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r
l
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s
tr
u
ctu
r
e
d
p
r
o
b
lem
s
u
s
ed
in
teac
h
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ca
n
d
id
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e
d
u
ca
tio
n
im
p
r
o
v
es
th
e
m
etac
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g
n
itio
n
of
p
r
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p
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tiv
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h
er
s
,
th
u
s
o
b
tain
in
g
d
etailed
in
f
o
r
m
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n
ab
o
u
t
p
r
o
s
p
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tiv
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teac
h
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s
'
m
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g
n
itio
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s
.
T
h
e
r
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ch
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cr
ea
ted
by
q
u
an
titativ
e
m
eth
o
d
.
T
h
e
r
esear
ch
er
s
d
esi
g
n
ed
t
h
eir
s
tu
d
ies
as
s
em
i
-
ex
p
er
im
en
tal,
p
r
etest
-
p
o
s
ttes
t,
n
o
n
-
eq
u
iv
alen
t
g
r
o
u
p
d
esig
n
.
T
h
e
s
am
p
le
g
r
o
u
p
of
th
e
r
esear
ch
co
n
s
is
ts
of
294
p
r
o
s
p
ec
tiv
e
an
d
g
r
a
d
u
ate
teac
h
e
r
s
.
Data
wer
e
co
llected
th
r
o
u
g
h
Me
taco
g
n
itiv
e
Awa
r
e
n
ess
I
n
v
en
to
r
y
.
T
h
e
d
ata
o
b
tai
n
ed
in
th
e
s
tu
d
y
wer
e
an
aly
ze
d
by
u
s
in
g
d
escr
ip
tiv
e
s
tatis
t
ics,
f
ac
to
r
an
aly
s
is
an
d
MA
NOVA
.
In
th
e
r
esear
ch
,
it
was
co
n
clu
d
ed
th
at
th
e
p
o
o
r
ly
s
tr
u
ctu
r
ed
p
r
o
b
lem
-
s
o
lv
in
g
ac
tiv
ity
u
s
ed
in
th
e
ed
u
ca
tio
n
of
p
r
o
s
p
ec
tiv
e
teac
h
er
s
d
id
not
ca
u
s
e
a
b
ig
ch
an
g
e
in
th
e
m
etac
o
g
n
itio
n
of
th
e
p
r
o
s
p
ec
tiv
e
teac
h
e
r
s
.
R
esear
ch
er
s
th
in
k
th
at
m
o
r
e
r
es
ea
r
ch
s
h
o
u
l
d
be
done
in
o
r
d
er
to
u
n
d
er
s
tan
d
th
e
ef
f
ec
ts
of
teac
h
er
ca
n
d
id
ates'
p
r
o
b
lem
-
s
o
lv
in
g
ac
tiv
ities
on
m
etac
o
g
n
itio
n
.
In
th
ei
r
s
tu
d
y
,
Ka
u
r
a
n
d
Ar
ee
p
attam
an
n
il
[
4
7
]
,
e
x
am
in
ed
th
e
ef
f
ec
ts
of
m
etac
o
g
n
itiv
e
s
tr
a
teg
ies
an
d
s
elf
-
r
eg
u
latin
g
lear
n
i
n
g
s
tr
ateg
ies
on
m
ath
em
atica
l
liter
ac
y
am
o
n
g
ad
o
lescen
ts
in
Au
s
tr
alia
an
d
Sin
g
ap
o
r
e.
T
h
e
r
esear
ch
was
cr
ea
ted
by
q
u
an
titativ
e
m
eth
o
d
.
In
th
e
s
tu
d
y
,
th
e
Au
s
tr
alian
s
am
p
le
g
r
o
u
p
co
n
s
is
ts
of
1
4
2
5
1
s
tu
d
en
ts
f
r
o
m
3
5
3
s
ch
o
o
ls
an
d
th
e
Sin
g
ap
o
r
e
s
am
p
le
g
r
o
u
p
co
n
s
is
ts
of
5283
s
tu
d
en
ts
f
r
o
m
171
s
ch
o
o
ls
.
T
h
e
d
ata
of
th
e
r
esear
c
h
wer
e
o
b
tain
ed
f
r
o
m
th
e
2
0
0
9
PISA
r
es
u
lts
.
L
ik
er
t
ty
p
e
s
ca
le
was
ap
p
lied
to
th
e
s
am
p
le
g
r
o
u
p
s
.
T
h
e
d
ata
o
b
tain
e
d
f
r
o
m
th
e
r
esear
ch
wer
e
an
aly
z
ed
u
s
in
g
th
e
r
e
g
r
ess
io
n
an
aly
s
is
m
eth
o
d
,
w
h
ich
is
one
of
th
e
d
escr
ip
tiv
e
s
tatis
tics
tech
n
iq
u
es.
As
a
r
esu
lt
of
th
e
r
esear
ch
,
it
was
co
n
clu
d
ed
th
at
th
e
u
s
e
of
m
etac
o
g
n
itiv
e
lear
n
in
g
s
tr
ateg
ies
an
d
co
n
tr
o
l
s
tr
ateg
ies
(
s
u
c
h
as
r
ea
d
in
g
a
n
d
r
e
m
em
b
er
i
n
g
an
d
s
u
m
m
ar
izin
g
)
am
o
n
g
a
d
o
lescen
ts
in
Au
s
tr
alia
an
d
Sin
g
ap
o
r
e
h
a
d
p
o
s
itiv
e
ef
f
ec
ts
on
m
ath
em
atics
liter
ac
y
.
On
th
e
o
th
er
h
an
d
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Meta
co
g
n
itio
n
r
esea
r
ch
es in
Tu
r
ke
y,
Ja
p
a
n
a
n
d
S
in
g
a
p
o
r
e
(
A
yşe
E
lito
k
K
esici
)
541
it
was
co
n
clu
d
ed
th
at
r
ea
d
in
g
an
d
m
e
m
o
r
izin
g
s
tr
ateg
ies,
two
co
m
p
o
n
en
ts
of
s
elf
-
r
e
g
u
lated
lear
n
in
g
,
h
ad
n
eg
ativ
e
ef
f
ec
ts
on
th
e
m
at
h
e
m
atics
liter
ac
y
of
ad
o
lescen
ts
in
Au
s
tr
alia
an
d
Sin
g
ap
o
r
e.
4.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
T
h
is
s
tu
d
y
tr
ied
to
r
ev
ea
l
how
s
elec
ted
r
esear
ch
on
“m
etac
o
g
n
itio
n
”
in
T
u
r
k
ey
,
J
ap
an
an
d
Sin
g
ap
o
r
e
b
etwe
en
th
e
y
ea
r
s
of
2
0
1
0
a
n
d
2
0
2
0
ar
e
r
elate
d
f
r
o
m
th
e
p
o
in
t
of
c
o
m
p
ar
ativ
e
ed
u
ca
tio
n
.
Fo
r
th
is
p
u
r
p
o
s
e,
y
ea
r
s
,
co
u
n
tr
ies,
r
esear
ch
m
et
h
o
d
s
an
d
s
am
p
le
wo
r
k
in
g
g
r
o
u
p
of
th
e
s
tu
d
ies
h
as
b
ee
n
ex
a
m
in
ed
ac
co
r
d
in
g
to
co
m
p
ar
ativ
e
ed
u
ca
tio
n
a
p
p
r
o
a
ch
es
an
d
d
ata
c
o
llectio
n
tec
h
n
iq
u
es.
In
T
u
r
k
e
y
,
q
u
an
titativ
e
r
esear
ch
m
eth
o
d
s
an
d
ex
p
er
im
e
n
tal
d
esig
n
wer
e
m
o
s
tly
u
s
ed
in
r
esear
ch
on
m
etac
o
g
n
itio
n
.
In
th
ese
r
esear
ch
es,
th
e
ef
f
ec
ts
of
u
s
in
g
d
if
f
er
en
t
teac
h
in
g
m
eth
o
ds
in
ed
u
ca
tio
n
on
th
e
m
etac
o
g
n
itiv
e
awa
r
en
ess
of
s
tu
d
en
ts
an
d
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
ts
'
lev
el
of
u
s
in
g
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
an
d
r
ea
d
in
g
s
k
ills
wer
e
ex
am
in
e
d
.
Als
o
,
r
elatio
n
s
h
ip
s
am
o
n
g
m
etac
o
g
n
itio
n
,
g
en
er
al
in
tellig
en
ce
an
d
v
ar
i
o
u
s
v
ar
ia
b
les
wer
e
p
r
esen
ted
.
R
esear
ch
es
wer
e
ca
r
r
ied
out
at
s
ec
o
n
d
ar
y
an
d
u
n
iv
er
s
ity
le
v
els.
In
th
ese
s
tu
d
ies,
it
h
as
b
ee
n
id
en
tifie
d
th
at
m
etac
o
g
n
itiv
e
awa
r
en
ess
s
ca
le
was
f
r
eq
u
en
tly
u
s
ed
.
A
s
tu
d
y
c
o
n
d
u
cted
on
m
etac
o
g
n
itio
n
in
T
u
r
k
ey
[
3
4
]
is
ab
o
u
t
th
e
ef
f
ec
ts
of
m
etac
o
g
n
itiv
e
k
n
o
wled
g
e,
m
etac
o
g
n
itiv
e
c
o
n
tr
o
l
an
d
m
et
ac
o
g
n
itiv
e
m
o
n
ito
r
i
n
g
,
wh
ich
ar
e
d
if
f
e
r
en
t
s
u
b
-
d
im
en
s
io
n
s
of
m
etac
o
g
n
itio
n
,
on
th
e
p
er
f
o
r
m
an
ce
of
th
e
lear
n
in
g
f
r
o
m
tex
ts
an
d
g
en
e
r
al
in
tellig
en
ce
.
Acc
o
r
d
in
g
to
th
is
r
esear
ch
,
it
wa
s
co
n
clu
d
e
d
th
at
m
etac
o
g
n
itiv
e
in
f
o
r
m
atio
n
d
o
es
not
c
o
n
tr
ib
u
t
e
to
v
ar
iab
ilit
y
in
tex
t
lear
n
in
g
p
er
f
o
r
m
an
ce
,
an
d
m
etac
o
g
n
itiv
e
m
o
n
ito
r
in
g
a
n
d
m
etac
o
g
n
itiv
e
co
n
tr
o
l
t
o
g
eth
er
with
g
en
er
al
in
tell
ig
en
ce
co
n
tr
i
b
u
tes
s
ig
n
if
ican
tly
to
v
ar
iatio
n
in
te
x
t
lear
n
in
g
p
er
f
o
r
m
an
ce
.
In
a
d
d
itio
n
,
as
a
r
esu
lt
of
th
e
s
a
m
e
r
esear
ch
,
it
was
o
b
s
er
v
ed
t
h
at
th
er
e
was
no
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
e
n
m
etac
o
g
n
itiv
e
k
n
o
wled
g
e
an
d
m
etac
o
g
n
itiv
e
co
n
tr
o
l
a
n
d
g
en
e
r
al
in
tellig
en
c
e,
wh
ile
th
er
e
was
a
s
tatis
ticall
y
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etw
ee
n
m
etac
o
g
n
itiv
e
m
o
n
ito
r
in
g
an
d
g
e
n
er
al
in
tellig
en
ce
.
In
an
o
th
er
s
tu
d
y
on
m
e
taco
g
n
itio
n
[
1
]
,
th
e
ef
f
ec
t
of
web
-
b
ased
teac
h
in
g
on
th
e
m
etac
o
g
n
itiv
e
awa
r
e
n
ess
lev
el
of
s
tu
d
en
ts
was
ex
am
in
ed
,
an
d
as
a
r
esu
lt
of
th
e
r
esear
ch
,
it
was
d
eter
m
in
ed
th
at
web
-
b
ased
te
ac
h
in
g
d
id
not
h
av
e
a
s
tatis
tically
s
ig
n
if
ican
t
ef
f
ec
t
on
s
tu
d
en
ts
'
m
etac
o
g
n
itiv
e
awa
r
en
ess
lev
el.
In
th
e
r
esear
ch
co
n
d
u
cte
d
to
d
eter
m
in
e
th
e
r
ea
d
in
g
s
tr
ateg
ies
an
d
m
etac
o
g
n
itiv
e
awa
r
en
es
s
lev
els
of
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
an
d
to
d
eter
m
in
e
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
s
tu
d
en
ts
'
r
ea
d
in
g
lev
els
of
m
etac
o
g
n
itio
n
an
d
ag
e,
g
e
n
d
e
r
,
r
ea
d
i
n
g
a
b
o
o
k
,
th
eir
g
r
a
d
e
s
in
T
u
r
k
is
h
less
o
n
,
f
a
m
ily
r
e
ad
in
g
le
v
els,
it
was
co
n
clu
d
e
d
th
at
t
h
er
e
is
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
r
ea
d
in
g
s
tr
ateg
ies
o
f
s
tu
d
en
ts
a
n
d
th
eir
m
etac
o
g
n
itiv
e
awa
r
en
ess
lev
el.
No
s
ig
n
if
ica
n
t
d
if
f
er
e
n
ce
was
f
o
u
n
d
in
th
e
s
tu
d
y
[
3
6
]
i
n
v
esti
g
atin
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
etac
o
g
n
itio
n
awa
r
en
ess
s
co
r
es
an
d
g
r
ad
e
lev
els
an
d
g
en
d
er
d
if
f
e
r
en
ce
s
.
In
th
e
s
am
e
s
tu
d
y
,
th
er
e
was
no
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
b
etwe
en
th
e
k
n
o
wled
g
e
of
co
g
n
itio
n
an
d
co
g
n
itio
n
r
eg
u
latio
n
s
co
r
es.
In
th
e
s
tu
d
y
ex
am
in
in
g
th
e
lev
els
of
u
s
in
g
m
etac
o
g
n
itiv
e
r
ea
d
in
g
s
tr
ateg
i
es
f
r
o
m
t
h
e
p
o
in
t
of
d
i
f
f
er
en
t
v
ar
iab
les
[
3
7
]
,
t
h
er
e
was
no
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
u
s
e
of
p
r
ag
m
atic
s
t
r
ateg
y
,
wh
ich
is
one
of
th
e
m
etac
o
g
n
itiv
e
r
ea
d
in
g
s
tr
ateg
ies
an
d
g
en
d
e
r
.
T
h
e
lev
els
of
u
s
in
g
a
n
aly
tical
s
tr
ateg
ies
f
r
o
m
th
e
m
etac
o
g
n
itiv
e
r
ea
d
in
g
s
tr
ateg
ies
wer
e
lo
wer
th
an
th
at
of
m
ale
s
tu
d
en
t
s
.
In
th
e
s
am
e
s
tu
d
y
[
3
7
]
,
it
was
co
n
clu
d
ed
th
at
s
tu
d
e
n
ts
wh
o
s
e
m
o
th
er
ed
u
ca
tio
n
lev
el
is
“u
n
iv
er
s
ity
g
r
ad
u
ate”
an
d
s
tu
d
en
ts
wh
o
g
r
ad
u
ated
f
r
o
m
Scien
ce
Hig
h
Sch
o
o
l
a
n
d
An
ato
lian
Hig
h
Sch
o
o
l
u
s
e
more
m
etac
o
g
n
itiv
e
r
ea
d
i
n
g
s
tr
ateg
ies.
R
esear
c
h
es
r
elate
d
to
m
etac
o
g
n
itio
n
in
J
ap
an
s
h
o
wed
a
b
alan
ce
d
d
is
tr
ib
u
tio
n
a
m
o
n
g
th
e
u
s
e
of
q
u
an
titativ
e,
q
u
a
litativ
e
an
d
m
ix
e
d
m
et
h
o
d
s
.
R
esear
ch
in
J
ap
an
ex
am
in
ed
th
e
ef
f
ec
ts
of
f
o
r
e
ig
n
lan
g
u
ag
e
(
E
n
g
lis
h
)
lea
r
n
in
g
on
m
etac
o
g
n
itiv
e
s
k
ills
an
d
m
etac
o
g
n
itiv
e
awa
r
en
ess
,
an
d
th
e
e
f
f
ec
ts
of
m
etac
o
g
n
itiv
e
r
eg
u
latio
n
an
d
p
r
o
b
lem
s
o
lv
in
g
on
cr
itical
th
in
k
in
g
.
T
h
e
r
esear
ch
liter
atu
r
e
was
co
n
d
u
cted
at
p
r
im
ar
y
,
s
ec
o
n
d
ar
y
a
n
d
u
n
i
v
er
s
ity
lev
els.
Sem
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
f
o
r
m
,
o
b
s
er
v
atio
n
f
o
r
m
an
d
m
etac
o
g
n
itiv
e
awa
r
en
ess
s
ca
le
wer
e
u
s
ed
as
d
ata
co
llectio
n
to
o
ls
in
th
e
s
tu
d
ies.
A
s
tu
d
y
on
m
etac
o
g
n
itio
n
[
3
8
]
in
J
ap
an
h
as
ex
a
m
in
ed
t
h
e
ef
f
ec
ts
of
th
e
s
ec
o
n
d
lan
g
u
a
g
e
(
E
n
g
lis
h
)
on
s
tu
d
en
ts
'
m
o
tiv
atio
n
al
s
elf
an
d
m
etac
o
g
n
itiv
e
s
k
ills
,
an
d
it
h
as
b
ee
n
co
n
clu
d
ed
th
at
h
an
d
s
on
ac
tiv
ities
h
as
a
p
o
s
itiv
e
ef
f
ec
t
on
s
tu
d
en
ts
'
m
e
taco
g
n
itiv
e
s
k
ills
.
In
an
o
th
er
s
tu
d
y
on
m
etac
o
g
n
itio
n
[
3
9
]
,
it
was
co
n
clu
d
ed
th
at
th
e
u
s
e
of
r
ea
d
in
g
s
tr
ateg
y
in
E
n
g
lis
h
less
o
n
s
h
as
no
s
ig
n
if
i
ca
n
t
ef
f
ec
t
on
s
tu
d
en
ts
'
m
etac
o
g
n
itiv
e
awa
r
en
ess
.
In
a
q
u
alitativ
e
s
tu
d
y
[
4
0
]
on
m
etac
o
g
n
itio
n
,
it
was
co
n
clu
d
ed
th
at
th
er
e
m
ay
be
d
if
f
er
e
n
t
v
ar
iab
les
r
elate
d
to
m
etac
o
g
n
itiv
e
awa
r
en
ess
in
th
e
in
d
iv
id
u
alize
d
f
o
r
eig
n
lan
g
u
ag
e
lear
n
in
g
p
r
o
ce
s
s
.
In
a
s
tu
d
y
in
v
esti
g
atin
g
th
e
ef
f
ec
t
of
m
etac
o
g
n
itiv
e
r
e
g
u
la
tio
n
an
d
p
r
o
b
lem
s
o
lv
i
n
g
on
th
e
d
ev
elo
p
m
en
t
of
cr
itical
th
in
k
in
g
[
4
1
]
,
it
was
esti
m
ated
th
at
m
etac
o
g
n
itiv
e
r
eg
u
latio
n
an
d
p
r
o
b
lem
-
s
o
lv
in
g
p
r
o
ce
s
s
d
ev
elo
p
ed
cr
itical
th
in
k
in
g
.
In
a
s
tu
d
y
ex
am
in
in
g
th
e
ef
f
ec
t
of
in
d
iv
i
d
u
al
lear
n
in
g
on
m
etac
o
g
n
itiv
e
awa
r
en
ess
[
4
2
]
,
it
was
co
n
cl
u
d
ed
th
at
s
tu
d
e
n
ts
'
lear
n
in
g
E
n
g
lis
h
in
d
iv
id
u
ally
i
n
cr
ea
s
es
th
eir
co
g
n
itiv
e
a
n
d
m
etac
o
g
n
itiv
e
awa
r
en
ess
.
Me
tac
o
g
n
itio
n
r
esear
ch
i
n
S
in
g
ap
o
r
e
in
d
icate
d
th
at
a
p
ar
t
f
r
o
m
q
u
alitativ
e
an
d
m
ix
ed
m
eth
o
d
s
q
u
an
titativ
e
m
eth
o
d
s
wer
e
m
o
s
tly
u
s
ed
.
In
th
ese
s
tu
d
ies,
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
r
o
b
lem
s
o
lv
in
g
an
d
m
etac
o
g
n
itio
n
,
th
e
r
elatio
n
s
h
i
p
b
etwe
en
f
o
r
eig
n
lan
g
u
ag
e
teac
h
in
g
a
n
d
m
ath
em
atics
lite
r
ac
y
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
wer
e
ex
am
in
e
d
.
T
h
e
r
esear
ch
es
wer
e
ca
r
r
ie
d
out
at
p
r
im
ar
y
,
s
ec
o
n
d
ar
y
,
h
ig
h
s
ch
o
o
l
a
n
d
u
n
i
v
er
s
ity
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
5
3
5
-
5
4
4
542
lev
els.
Data
r
elate
d
to
m
etac
o
g
n
itio
n
wer
e
co
llected
by
m
etac
o
g
n
itiv
e
awa
r
en
ess
s
ca
les,
q
u
esti
o
n
n
air
es,
o
b
s
er
v
atio
n
f
o
r
m
s
an
d
p
r
e
-
p
r
e
p
ar
ed
d
o
cu
m
e
n
ts
.
Pre
v
io
u
s
s
tu
d
y
e
x
am
in
ed
th
e
ef
f
ec
t
of
u
s
in
g
m
etac
o
g
n
itiv
e
s
tr
ateg
y
in
r
ea
d
in
g
co
m
p
r
e
h
en
s
io
n
in
Sin
g
ap
o
r
e
[
4
3
]
,
f
o
u
n
d
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
m
etac
o
g
n
itiv
e
awa
r
en
ess
an
d
r
ea
d
in
g
co
m
p
r
e
h
en
s
io
n
.
In
an
o
th
er
s
tu
d
y
[
4
4
]
ex
am
in
i
n
g
th
e
e
f
f
ec
t
of
u
s
in
g
co
o
p
er
ativ
e
p
r
o
b
lem
-
s
o
l
v
in
g
te
ac
h
in
g
m
et
h
o
d
on
m
etac
o
g
n
itiv
e
b
eh
a
v
io
r
s
,
it
w
as
f
o
u
n
d
t
h
at
s
tu
d
e
n
ts
p
ar
tially
n
e
g
ativ
ely
af
f
ec
ted
each
o
t
h
er
'
s
m
etac
o
g
n
itiv
e
b
eh
av
io
r
d
u
r
in
g
th
e
co
llab
o
r
ativ
e
p
r
o
b
lem
-
s
o
lv
i
n
g
p
r
o
ce
s
s
.
In
a
s
tu
d
y
[
4
5
]
ex
am
i
n
in
g
th
e
ef
f
ec
t
of
a
m
etac
o
g
n
itiv
e
p
lan
on
s
tu
d
e
n
t
s
'
ab
il
ity
to
s
o
lv
e
non
-
r
o
u
tin
e
m
ath
em
atica
l
p
r
o
b
lem
s
,
it
wa
s
f
o
u
n
d
th
at
th
e
u
s
e
of
m
etac
o
g
n
itiv
e
p
la
n
h
a
d
a
p
o
s
itiv
e
ef
f
ec
t
in
s
o
lv
in
g
m
ath
em
atica
l
p
r
o
b
lem
s
.
In
a
r
esear
ch
aim
in
g
to
u
n
d
er
s
tan
d
wh
eth
er
s
o
lv
in
g
p
o
o
r
ly
s
tr
u
ctu
r
ed
p
r
o
b
lem
s
u
s
ed
in
th
e
e
d
u
ca
tio
n
of
p
r
o
s
p
ec
tiv
e
teac
h
er
s
im
p
r
o
v
es
th
e
m
etac
o
g
n
itio
n
of
p
r
o
s
p
ec
ti
v
e
teac
h
er
s
in
d
icate
d
th
at
t
h
e
p
o
o
r
ly
s
tr
u
ctu
r
e
d
p
r
o
b
lem
-
s
o
l
v
in
g
ac
tiv
ity
u
s
ed
in
th
e
tr
ain
in
g
of
p
r
o
s
p
ec
tiv
e
tea
ch
er
s
d
id
n
o
t
ca
u
s
e
a
b
i
g
ch
an
g
e
in
th
e
m
etac
o
g
n
itio
n
of
p
r
o
s
p
ec
tiv
e
teac
h
er
s
.
I
n
a
s
tu
d
y
o
n
ad
o
lescen
ts
in
Au
s
tr
alia
an
d
Sin
g
ap
o
r
e
ex
a
m
in
in
g
th
e
ef
f
ec
ts
of
m
etac
o
g
n
itiv
e
s
tr
ateg
ies
an
d
s
elf
-
r
eg
u
latin
g
lear
n
in
g
s
tr
ateg
ies
on
m
ath
em
atica
l
liter
ac
y
[
4
7
]
d
em
o
n
s
tr
ated
th
at
th
e
u
s
e
of
m
et
ac
o
g
n
itiv
e
lea
r
n
in
g
an
d
co
n
tr
o
l
s
tr
ateg
ies
(
s
u
ch
as
r
ea
d
in
g
an
d
r
ec
allin
g
a
n
d
s
u
m
m
ar
izin
g
)
p
o
s
itiv
ely
af
f
ec
t
m
ath
em
atics
liter
ac
y
.
In
c
o
n
tr
ast,
r
ea
d
in
g
an
d
m
em
o
r
izin
g
s
tr
ateg
ies,
two
co
m
p
o
n
e
n
ts
of
s
elf
-
r
eg
u
lated
lear
n
i
n
g
,
wer
e
f
o
u
n
d
to
h
av
e
n
eg
ativ
e
ef
f
ec
ts
on
m
ath
em
ati
cs
liter
ac
y
of
ad
o
lescen
ts
in
A
u
s
tr
alia
an
d
Sin
g
ap
o
r
e.
In
g
en
er
al,
th
e
r
esear
ch
m
ad
e
ab
o
u
t
m
etac
o
g
n
itio
n
in
T
u
r
k
e
y
,
J
ap
an
an
d
Sin
g
ap
o
r
e
was
d
esig
n
ed
by
u
s
in
g
q
u
an
titativ
e
r
esear
ch
m
e
th
o
d
s
.
It
h
as
b
ee
n
s
tated
th
at
e
x
p
er
im
en
tal
s
tu
d
ies
ar
e
th
e
m
a
in
r
esear
ch
p
atter
n
s
of
th
e
m
etac
o
g
n
itio
n
s
tu
d
ies
c
o
n
d
u
cte
d
in
th
r
ee
co
u
n
tr
ies.
Me
taco
g
n
itiv
e
awa
r
e
n
ess
s
ca
les
ar
e
th
e
m
o
s
t
u
s
ed
d
ata
co
llectio
n
to
o
ls
in
all
th
r
ee
co
u
n
tr
ies.
It
is
s
ee
n
th
at
th
e
s
tu
d
ies
in
v
esti
g
atin
g
th
e
r
elatio
n
s
h
ip
b
etwe
e
n
s
tu
d
en
ts
'
p
r
o
b
lem
-
s
o
lv
in
g
s
k
il
ls
an
d
m
etac
o
g
n
itio
n
a
r
e
in
th
e
ma
jo
r
ity
.
R
esear
ch
es
ex
am
i
n
in
g
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
m
etac
o
g
n
itio
n
an
d
f
o
r
eig
n
lan
g
u
ag
e
teac
h
i
n
g
an
d
tex
t
lear
n
in
g
ar
e
also
am
o
n
g
th
e
m
ain
r
esear
ch
ar
ea
s
.
Mix
ed
r
esear
ch
m
eth
o
d
s
ca
n
be
u
s
ed
on
m
etac
o
g
n
itio
n
f
o
r
f
u
tu
r
e
r
esear
ch
in
T
u
r
k
e
y
.
By
th
is
way
,
it
will
be
p
o
s
s
ib
le
to
o
b
tain
more
co
m
p
r
eh
e
n
s
iv
e
d
ata
on
m
etac
o
g
n
itio
n
.
T
h
e
u
s
e
of
m
ix
e
d
m
e
th
o
d
s
allo
w
to
more
in
-
d
ep
th
in
f
o
r
m
atio
n
to
o
b
tain
a
p
o
s
itiv
e
im
p
ac
t
on
T
u
r
k
e
y
'
s
r
an
k
in
g
in
i
n
ter
n
atio
n
al
e
x
am
s
.
In
ad
d
itio
n
,
co
n
d
u
ctin
g
r
esear
ch
at
ev
er
y
e
d
u
ca
tio
n
al
lev
el
will
en
ab
le
g
e
n
er
aliza
tio
n
s
ab
o
u
t
m
etac
o
g
n
i
tio
n
.
It
is
s
ee
n
th
at
m
o
s
t
of
th
e
s
tu
d
ies
in
J
ap
an
i
n
clu
d
e
ex
a
m
in
in
g
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
m
etac
o
g
n
itio
n
a
n
d
f
o
r
eig
n
lan
g
u
ag
e
teac
h
in
g
.
I
n
cr
ea
s
in
g
r
esear
ch
on
o
th
e
r
d
im
en
s
io
n
s
of
m
etac
o
g
n
itio
n
in
J
ap
an
m
ay
allo
w
d
if
f
er
en
t
p
er
s
p
ec
tiv
es
to
b
e
d
ev
elo
p
e
d
in
ter
m
s
o
f
m
etac
o
g
n
itio
n
.
T
h
e
n
u
m
b
er
of
ex
p
er
im
en
tal
r
esear
ch
on
m
etac
o
g
n
itio
n
can
be
en
h
an
ce
d
in
T
u
r
k
ey
,
J
ap
an
a
n
d
Sin
g
ap
o
r
e
.
T
h
is
will
co
n
tr
ib
u
t
e
to
th
e
d
ev
elo
p
m
en
t
of
th
e
t
h
e
o
r
etica
l
f
r
am
ewo
r
k
r
elate
d
to
m
etac
o
g
n
itio
n
.
In
a
ll
th
r
ee
c
o
u
n
tr
ies,
m
etac
o
g
n
itio
n
r
esear
ch
i
n
v
o
lv
i
n
g
all
ed
u
ca
tio
n
lev
els,
f
r
o
m
k
in
d
er
g
a
r
ten
to
d
o
cto
r
ate
lev
el,
can
be
in
clu
d
e
d
.
Fo
r
f
u
t
u
r
e
r
esear
ch
,
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
ts
'
m
etac
o
g
n
itio
n
a
n
d
m
a
n
y
c
o
n
c
ep
ts
th
at
af
f
ec
t
s
tu
d
en
t'
s
p
er
ce
p
tio
n
can
be
ex
am
i
n
ed
.
5.
CO
NCLU
SI
O
N
W
h
en
th
e
r
esu
lts
of
m
etac
o
g
n
it
io
n
r
esear
ch
c
o
n
d
u
cted
in
T
u
r
k
ey
,
J
ap
an
,
a
n
d
Sin
g
a
p
o
r
e
wer
e
ev
alu
ated
as
a
wh
o
le,
q
u
a
n
titativ
e
r
esear
ch
m
eth
o
d
s
ar
e
s
ee
n
to
be
o
f
t
en
u
s
ed
by
th
ese
th
r
ee
c
o
u
n
tr
i
es.
Ho
wev
er
,
it
h
as
b
ee
n
o
b
s
er
v
ed
th
at
t
h
er
e
is
more
ten
d
e
n
cy
t
o
war
d
s
m
i
x
ed
m
et
h
o
d
an
d
q
u
alitativ
e
m
eth
o
d
in
J
ap
an
.
E
x
p
er
im
en
tal
tec
h
n
iq
u
es
h
as
b
ee
n
id
en
tifie
d
as
a
m
ajo
r
r
es
ea
r
ch
d
esig
n
in
T
u
r
k
ey
an
d
Sin
g
ap
o
r
e.
Qu
alitativ
e
r
esear
ch
m
eth
o
d
s
h
a
v
e
n
ev
e
r
b
ee
n
u
s
ed
in
r
esear
c
h
co
n
d
u
ct
ed
in
T
u
r
k
ey
.
T
h
is
s
itu
atio
n
r
ev
ea
ls
th
e
n
ec
ess
ity
to
o
b
tain
more
in
-
d
ep
t
h
in
f
o
r
m
atio
n
th
r
o
u
g
h
q
u
alitativ
e
r
esear
ch
in
th
is
co
u
n
tr
y
.
Me
tac
o
g
n
itiv
e
awa
r
en
ess
s
ca
les
ar
e
th
e
m
o
s
t
u
s
ed
d
ata
co
llectio
n
to
o
ls
in
all
th
r
ee
co
u
n
tr
ies.
Stu
d
ies
ex
am
in
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
ts
'
p
r
o
b
lem
s
o
lv
in
g
s
k
ills
an
d
m
etac
o
g
n
itio
n
lev
els
ar
e
s
ee
n
to
be
p
r
ed
o
m
in
an
t
in
Sin
g
ap
o
r
e
an
d
J
ap
an
.
Stu
d
ies
wh
ich
ef
f
ec
t
m
etac
o
g
n
itio
n
in
a
p
o
s
itiv
e
way
lik
e
p
r
o
b
lem
s
o
lv
in
g
ar
e
n
ee
d
ed
to
be
done
in
T
u
r
k
ey
as
well.
B
ec
au
s
e
p
r
o
b
lem
s
o
lv
in
g
is
a
m
eth
o
d
th
at
im
p
r
o
v
es
h
i
g
h
lev
el
lear
n
in
g
.
On
th
e
o
th
e
r
h
an
d
T
u
r
k
ey
b
ased
r
esear
ch
f
o
cu
s
es
on
r
ea
d
in
g
s
tr
ateg
ies.
Stu
d
ies
th
at
ex
am
in
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
etac
o
g
n
iti
on
a
n
d
f
o
r
eig
n
lan
g
u
a
g
e
teac
h
in
g
an
d
tex
tu
al
lear
n
in
g
ar
e
also
am
o
n
g
th
e
m
ai
n
r
esear
ch
a
r
ea
s
.
In
r
esear
ch
to
be
done
on
m
etac
o
g
n
itio
n
in
T
u
r
k
ey
,
m
o
r
e
s
p
ac
e
s
h
o
u
ld
be
g
iv
en
to
th
e
m
ix
e
d
r
esear
ch
m
eth
o
d
s
.
In
th
is
way
,
it
will
be
p
o
s
s
ib
le
to
o
b
tain
m
o
r
e
co
m
p
r
eh
en
s
iv
e
d
ata
on
m
etac
o
g
n
itio
n
.
T
h
e
u
s
e
of
m
ix
ed
r
esear
ch
will
allo
w
f
o
r
more
in
-
d
ep
th
in
f
o
r
m
atio
n
to
o
b
tain
a
p
o
s
itiv
e
im
p
ac
t
on
T
u
r
k
ey
'
s
ac
h
iev
em
en
ts
in
in
ter
n
atio
n
al
ex
am
s
.
In
ad
d
itio
n
,
co
n
d
u
ctin
g
th
e
r
esear
ch
es
to
be
ca
r
r
ied
out
at
ev
er
y
e
d
u
ca
tio
n
lev
el
will
allo
w
g
en
er
aliza
tio
n
s
ab
o
u
t
m
etac
o
g
n
itio
n
.
It
is
s
ee
n
th
at
s
tu
d
ies
ex
am
in
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
etac
o
g
n
itio
n
an
d
f
o
r
eig
n
la
n
g
u
ag
e
teac
h
i
n
g
in
J
ap
an
co
n
s
titu
te
th
e
m
ajo
r
ity
.
I
n
cr
ea
s
in
g
r
esear
ch
on
o
t
h
er
d
im
en
s
io
n
s
of
m
etac
o
g
n
itio
n
in
J
ap
an
m
ay
allo
w
th
e
f
o
r
m
ati
o
n
an
d
d
ev
elo
p
m
en
t
of
d
if
f
er
e
n
t
p
er
s
p
ec
tiv
es
on
m
etac
o
g
n
itio
n
.
T
h
e
n
u
m
b
e
r
of
ex
p
er
im
en
tal
r
esear
ch
es
to
be
done
in
T
u
r
k
ey
,
J
ap
an
an
d
Sin
g
ap
o
r
e
can
be
in
cr
ea
s
ed
.
T
h
is
will
co
n
tr
ib
u
te
to
th
e
d
ev
el
o
p
m
en
t
of
th
e
t
h
e
o
r
etica
l
f
r
am
ewo
r
k
r
elate
d
to
m
etac
o
g
n
itio
n
.
In
all
th
r
ee
co
u
n
tr
ies,
m
etac
o
g
n
itiv
e
r
esear
ch
can
be
p
er
f
o
r
m
e
d
co
v
er
in
g
all
lear
n
in
g
lev
els
f
r
o
m
k
in
d
er
g
ar
te
n
to
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Meta
co
g
n
itio
n
r
esea
r
ch
es in
Tu
r
ke
y,
Ja
p
a
n
a
n
d
S
in
g
a
p
o
r
e
(
A
yşe
E
lito
k
K
esici
)
543
d
o
cto
r
al
lev
el.
In
f
u
tu
r
e
s
tu
d
ie
s
,
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
ts
'
m
etac
o
g
n
itio
n
an
d
m
an
y
o
th
er
co
n
ce
p
ts
th
at
af
f
ec
t
s
tu
d
en
t
p
er
ce
p
tio
n
ca
n
be
e
x
am
in
ed
.
In
T
u
r
k
ey
,
r
esear
ch
was
m
o
s
tly
co
n
d
u
c
ted
to
an
aly
ze
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
etac
o
g
n
itio
n
s
ca
le
an
d
s
o
m
e
v
a
r
iab
le
s
.
In
a
d
d
itio
n
to
th
ese
r
esear
c
h
es,
th
er
e
is
a
n
ee
d
f
o
r
q
u
alitativ
e
s
tu
d
ies
s
u
ch
as
o
b
s
er
v
atio
n
a
n
d
in
ter
v
iew
th
at
will
ex
am
in
e
co
g
n
itiv
e
p
r
o
ce
s
s
es
more
clo
s
ely
.
RE
F
E
R
E
NC
E
S
[1
]
M
.
Ba
lt
a
c
i
a
n
d
B
.
Ak
p
ın
a
r,
“
Web
Tab
a
n
lı
Öğ
re
ti
m
in
Ö
ğ
re
n
e
n
leri
n
Üs
tb
il
iş
F
a
rk
ı
n
d
a
lı
k
Dü
z
e
y
in
e
Et
k
isi/
Th
e
Eff
e
c
t
o
f
Web
Ba
se
d
In
str
u
c
ti
o
n
On
T
h
e
M
e
tac
o
g
n
it
io
n
Aw
a
re
n
e
ss
Lev
e
ls
o
f
Lea
rn
e
rs,”
M
u
sta
f
a
Ke
ma
l
Un
iv.
S
o
sy
a
l
Bi
li
mle
r E
n
stit
ü
sü
De
rg
isi
,
v
o
l.
8
,
n
o
.
1
6
,
p
p
.
3
1
9
-
3
3
3
,
2
0
1
1
.
[2
]
J.
H
.
F
la
v
e
ll
,
“
M
e
tac
o
g
n
it
i
v
e
a
sp
e
c
ts
o
f
p
r
o
b
lem
so
lv
i
n
g
,”
In
L.
R.
R
e
sn
ick
,
E
d
.
,
T
h
e
n
a
tu
re
o
f
i
n
telli
g
e
n
c
e
.
Hill
sd
a
le,
NJ
:
Law
re
n
c
e
Erb
a
u
m
,
1
9
7
6
.
[3
]
J.
H
.
F
lav
e
ll
,
“
M
e
tac
o
g
n
it
i
v
e
a
n
d
Co
g
n
it
iv
e
M
o
n
it
o
rin
g
:
A
Ne
w
Are
a
o
f
Co
g
n
it
iv
e
De
v
e
l
o
p
m
e
n
tal
In
q
u
iry
,
”
Ame
ric
a
n
Psy
c
h
o
l
o
g
y
st,
v
o
l.
3
4
,
n
o
.
1
0
,
p
p
.
9
0
6
-
9
1
1
,
1
9
7
9
,
d
o
i:
1
0
.
1
0
3
7
/
0
0
0
3
-
0
6
6
X.3
4
.
1
0
.
9
0
6
.
[4
]
A.
L
.
Br
o
wn
,
“
M
e
tac
o
g
n
i
ti
o
n
,
e
x
e
c
u
ti
v
e
c
o
n
tro
l
,
se
lf
-
re
g
u
lati
o
n
,
a
n
d
o
th
e
r
m
o
re
m
y
ste
rio
u
s
m
e
c
h
a
n
ism
s,”
In
F
.
E.
Wein
e
rt,
R.
H.
Klu
we
,
E
d
s.,
M
e
ta
c
o
g
n
it
io
n
,
mo
t
iva
ti
o
n
,
a
n
d
u
n
d
e
rs
ta
n
d
in
g
.
Hil
lsd
a
le,
NJ
:
Erl
b
a
u
m
,
1
9
8
7
,
p
p
.
6
5
-
1
1
6
,
d
o
i:
1
0
.
1
0
3
7
/
0
0
0
3
-
0
6
6
X.3
4
.
1
0
.
9
0
6
.
[5
]
T.
O
.
Ne
lso
n
,
“
Co
g
n
i
ti
o
n
v
e
rsu
s
m
e
tac
o
g
n
it
io
n
,”
In
R
.
J.
S
tern
b
e
rg
,
Ed
.
,
T
h
e
n
a
t
u
re
o
f
c
o
g
n
i
ti
o
n
.
C
a
m
b
rid
g
e
,
M
A:
M
IT
P
re
ss
,
p
p
.
6
2
5
-
6
4
1
,
1
9
9
9
.
[6
]
G
.
S
c
h
ra
w
a
n
d
R.
S
.
De
n
n
iso
n
,
“
As
se
ss
in
g
m
e
tac
o
g
n
it
iv
e
a
wa
re
n
e
ss
,
”
Co
n
tem
p
o
ra
ry
E
d
u
c
a
ti
o
n
a
l
Psy
c
h
o
l
o
g
y
,
v
o
l.
1
9
,
p
p
.
4
6
0
-
4
7
5
,
1
9
9
4
,
d
o
i:
1
0
.
1
0
0
6
/ce
p
s.1
9
9
4
.
1
0
3
3
.
[7
]
J.
H
.
F
lav
e
ll
,
“
S
p
e
c
u
lati
o
n
s
a
b
o
u
t
th
e
n
a
t
u
re
a
n
d
d
e
v
e
l
o
p
m
e
n
t
o
f
m
e
tac
o
g
n
it
i
o
n
,
”
In
F
.
E
.
Wein
e
rt
a
n
d
R.
H.
Klu
we
,
Ed
s.,
M
e
ta
c
o
g
n
i
ti
o
n
,
m
o
ti
v
a
ti
o
n
a
n
d
u
n
d
e
rs
ta
n
d
in
g
.
Hi
ll
sd
a
le,
NJ
:
Erl
b
a
u
m
,
1
9
8
7
,
p
p
.
2
1
-
29
.
[8
]
W
.
P
ierc
e
,
“
M
e
tac
o
g
n
it
i
o
n
:
S
tu
d
y
S
trate
g
ies
,
M
o
n
it
o
rin
g
,
a
n
d
M
o
ti
v
a
ti
o
n
,
”
p
re
se
n
te
d
a
t
P
rin
c
e
G
e
o
rg
e
'
s
Co
m
m
u
n
it
y
Co
ll
e
g
e
,
2
0
0
4
.
[On
li
n
e
].
Av
a
il
a
b
l
e
:
h
tt
p
:/
/ac
a
d
e
m
ic.p
g
c
c
.
e
d
u
/~
wp
e
irce
/M
CCCTR/me
tac
o
g
n
it
i
o
n
.
h
t
m
.
[9
]
D.
H
.
S
c
h
u
n
k
,
“
M
e
tac
o
g
n
it
i
o
n
,
S
e
lf
-
Re
g
u
lati
o
n
,
a
n
d
S
e
lf
-
Re
g
u
late
d
Lea
rn
i
n
g
:
Re
se
a
rc
h
Re
c
o
m
m
e
n
d
a
ti
o
n
s,”
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
l
o
g
y
Rev
iew
,
v
o
l.
2
0
,
p
p
.
4
6
3
-
4
6
7
,
2
0
0
8
.
[1
0
]
C.
A.
R.
Le
o
n
a
rd
,
“
Qu
a
li
t
y
o
f
S
c
h
o
o
l
Li
fe
a
n
d
Atten
d
a
n
c
e
i
n
P
rima
ry
S
c
h
o
o
ls
,
”
U
n
p
u
b
l
ish
e
d
P
h
D
T
h
e
sis
,
Ne
wc
a
stle
Ün
iv
e
rsites
i,
Ne
wc
a
stle,
2
0
0
2
.
[1
1
]
G
.
Öz
so
y
a
n
d
A
.
Ata
m
a
n
,
“
T
h
e
e
ffe
c
t
o
f
m
e
tac
o
g
n
i
ti
v
e
stra
te
g
y
train
i
n
g
o
n
m
a
th
e
m
a
ti
c
a
l
p
r
o
b
lem
so
l
v
i
n
g
a
c
h
iev
e
m
e
n
t,
”
In
ter
n
a
ti
o
n
a
l
El
e
c
t
ro
n
ic Jo
u
rn
a
l
o
f
El
e
me
n
ta
ry
E
d
u
c
a
ti
o
n
,
v
o
l.
1
,
p
p
.
6
7
-
8
2
,
2
0
0
9
.
[1
2
]
B
.
Ka
u
r
a
n
d
L
.
F
.
W
o
n
g
,
“
A
c
o
l
l
a
b
o
ra
ti
v
e
a
n
d
re
flec
ti
v
e
a
p
p
r
o
a
c
h
to
tea
c
h
in
g
fo
r
m
e
tac
o
g
n
it
io
n
,
”
P
a
p
e
r
p
re
se
n
ted
a
t
th
e
An
n
u
a
l
M
e
e
ti
n
g
o
f
th
e
M
a
th
e
ma
ti
c
s
Ed
u
c
a
ti
o
n
Res
e
a
rc
h
G
ro
u
p
o
f
A
u
stra
l
a
sia
(
M
ER
GA)
,
Ad
e
laid
e
,
S
o
u
th
Au
stra
li
a
,
2
0
1
6
.
[On
li
n
e
].
A
v
a
il
a
b
le
:
h
t
tp
s://
e
ric.ed
.
g
o
v
/?i
d
=
ED5
7
2
3
7
3
.
[1
3
]
A
.
M
e
m
iş
a
n
d
H
.
Arıc
a
n
,
“
Be
şin
c
i
sın
ıf
ö
ğ
re
n
c
il
e
ri
n
i
n
m
a
tem
a
ti
k
se
l
ü
st
b
il
iş
d
ü
z
e
y
lerin
i
n
c
i
n
siy
e
t
v
e
b
a
şa
rı
d
e
ğ
işk
e
n
leri
a
ç
ısın
d
a
n
in
c
e
len
m
e
si,”
Ka
ra
e
lma
s E
ğ
it
im
Bi
li
mle
ri
De
rg
isi
,
v
o
l.
1
,
n
o
.
1
,
p
p
.
7
6
-
9
3
,
2
0
1
3
.
[1
4
]
C.
C.
M
.
G
o
h
a
n
d
K
.
Ka
u
r,
“
I
n
sig
h
t
s
in
to
y
o
u
n
g
lea
rn
e
rs’
m
e
tac
o
g
n
it
i
v
e
a
wa
re
n
e
ss
a
b
o
u
t
l
isten
in
g
,
”
E
u
ro
p
e
a
n
J
o
u
rn
a
l
o
f
A
p
p
li
e
d
L
i
n
g
u
isti
c
s a
n
d
T
EF
L
,
v
o
l.
2
,
p
p
.
5
-
2
6
,
2
0
1
3
.
[1
5
]
Ç.
N.
Hıd
ıro
ğ
lu
a
n
d
E
.
B
.
G
ü
z
e
l
,
“
Tek
n
o
lo
ji
De
ste
k
li
Orta
m
d
a
M
a
te
m
a
ti
k
se
l
M
o
d
e
ll
e
m
e
d
e
Orta
y
a
Çık
a
n
Üs
t
Bil
işse
l
Ya
p
ıl
a
r,
”
T
u
rk
ish
J
o
u
rn
a
l
o
f
C
o
mp
u
ter
a
n
d
M
a
th
e
ma
ti
c
s
E
d
u
c
a
ti
o
n
,
v
o
l.
6
,
n
o
.
2
,
p
p
.
1
7
9
-
2
0
8
,
2
0
1
5
,
d
o
ı:
1
0
.
1
6
9
4
9
/t
u
rc
o
m
a
t.
0
0
7
0
8
.
[1
6
]
Ç.
N.
Hıd
ır
o
ğ
l
u
a
n
d
E
.
B
.
G
ü
z
e
l
,
“
Tran
siti
o
n
s
b
e
twe
e
n
Co
g
n
i
ti
v
e
a
n
d
M
e
tac
o
g
n
it
i
v
e
Ac
ti
v
it
ies
i
n
M
a
th
e
m
a
ti
c
a
l
M
o
d
e
ll
i
n
g
P
ro
c
e
ss
with
i
n
a
Tec
h
n
o
lo
g
y
E
n
h
a
n
c
e
d
En
v
iro
n
m
e
n
t,
”
N
e
c
a
ti
b
e
y
Fa
c
u
lt
y
o
f
E
d
u
c
a
ti
o
n
El
e
c
tro
n
ic
J
o
u
r
n
a
l
o
f
S
c
ien
c
e
&
M
a
t
h
e
ma
ti
c
s E
d
u
c
a
t
io
n
,
v
o
l
.
1
0
,
n
o
.
1
,
p
p
.
3
1
3
-
3
5
0
,
2
0
1
6
.
[1
7
]
Ç
.
N.
Hıd
ır
o
ğ
l
u
a
n
d
Y
.
Ö
.
Hıd
ır
o
ğ
lu
,
“
M
o
d
e
ll
e
m
e
Ya
k
laş
ımla
rın
a
Bü
tü
n
c
ü
l
Bir
Ba
k
ış v
e
Ye
n
i
Bir
Ö
ğ
re
n
m
e
M
o
d
e
li
Ön
e
risi:
HTTM
M
o
d
e
li
v
e
K
u
ra
m
sa
l
Tem
e
li
,
”
in
Ö.
De
m
irel
v
e
S
.
D
in
ç
e
r
,
e
d
s.,
E
ğ
it
im
Bi
li
mle
rin
d
e
Y
e
n
il
ik
v
e
Nit
e
li
k
Ara
y
ışı
.
An
k
a
ra
:
P
e
g
e
m
Ak
a
d
e
m
i
,
2
0
1
6
,
p
p
.
1
0
9
9
-
1
1
3
2
.
[1
8
]
Ç
.
Hıd
ır
o
ğ
l
u
,
“
Üs
tb
il
iş
Ka
v
ra
m
ın
a
v
e
P
ro
b
lem
Çö
z
m
e
S
ü
re
c
in
d
e
Üs
tb
il
işin
R
o
l
ü
n
e
El
e
ştirel
Bir
Ba
k
ış,”
Pa
m
u
k
k
a
le
Ün
ive
rs
it
e
si S
o
sy
a
l
B
il
imler
En
sti
tü
sü
De
rg
isi
,
n
o
.
3
2
,
p
p
.
87
-
1
0
3
,
2
0
1
8
,
d
o
ı:
1
0
.
3
0
7
9
4
/p
a
u
sb
e
d
.
4
2
4
8
6
2
.
[1
9
]
M
.
A
.
Ra
i
h
a
n
,
“
'
Th
i
n
k
-
a
l
o
u
d
'
tec
h
n
iq
u
e
s
u
se
d
in
m
e
tac
o
g
n
it
i
o
n
to
e
n
h
a
n
c
e
se
lf
-
re
g
u
late
d
lea
rn
in
g
,
”
J
o
u
r
n
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
2
5
,
n
o
.
2
,
p
p
.
1
2
5
-
1
6
0
,
2
0
1
1
.
[2
0
]
M.
M
o
k
a
n
d
M
.
F
ly
n
n
,
“
De
term
in
a
n
ts
o
f
st
u
d
e
n
ts’
q
u
a
li
ty
o
f
sc
h
o
o
l
li
fe
:
A
p
a
th
m
o
d
e
l,
”
L
e
a
rn
i
n
g
E
n
v
iro
n
me
n
t
Res
e
a
rc
h
,
v
o
l.
5
,
p
p
.
2
7
5
-
3
0
0
,
2
0
0
2
,
d
o
i:
1
0
.
1
0
2
3
/A:
1
0
2
1
9
2
4
3
2
2
9
5
0
.
[2
1
]
A
.
Tü
r
k
o
ğ
lu
,
Fra
n
sa
,
İsv
e
ç
v
e
Ro
ma
n
y
a
Eğ
it
im
S
istem
ler
i
.
An
k
a
ra
:
An
k
a
ra
Ü
n
iv
e
rsites
i
E
ğ
it
im
B
il
i
m
leri
F
a
k
ü
lt
e
si
Ba
sım
e
v
i,
1
9
8
5
.
[2
2
]
S
.
Ku
r
u
ç
e
ti
n
,
S
.
K
o
rk
m
a
z
,
a
n
d
N
.
Ön
e
r,
“
Ka
rşılaş
tı
rm
a
lı
Eğ
it
im
Ala
n
ın
d
a
1
5
Yıl
d
a
Ya
p
ıl
a
n
Ça
lı
şm
a
ların
F
a
rk
l
ı
De
ğ
işk
e
n
ler
Aç
ısın
d
a
n
İn
c
e
len
m
e
si,”
Ad
n
a
n
M
e
n
d
e
re
s
Ün
ive
rs
it
e
si
Eğ
it
im
Fa
k
ü
lt
e
si
Eğ
i
ti
m
Bi
li
mle
ri
De
rg
isi
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
28
-
4
0
,
2
0
1
7
.
[2
3
]
P
.
G
.
Altb
a
c
h
a
n
d
G
.
P
.
Ke
ll
y
,
Ne
w
Ap
p
r
o
a
c
h
to
Co
mp
a
ra
ti
v
e
E
d
u
c
a
ti
o
n
.
Ch
ica
g
o
:
U
n
iv
e
rsit
y
o
f
Ch
ica
g
o
,
1
9
8
6
.
[2
4
]
G
.
Öz
so
y
,
“
Üs
tb
il
iş,”
T
ü
rk
E
ğ
it
im
Bi
li
mle
ri De
rg
isi
,
v
o
l
.
6
,
n
o
.
4
,
p
p
.
7
1
3
-
7
4
0
,
2
0
0
8
.
[2
5
]
P
İS
A
,
“
P
IS
A C
o
u
n
try
P
r
o
fil
e
s,”
2
0
1
8
.
[On
li
n
e
].
A
v
a
il
a
b
le:
h
tt
p
s://
ww
w.o
e
c
d
.
o
rg
/p
isa
.
(a
c
c
e
ss
e
d
Ap
r.
25
,
2
0
1
8
)
[2
6
]
M
.
Bra
y
a
n
d
R
.
M
.
T
h
o
m
a
s
,
“
Lev
e
ls
o
f
c
o
m
p
a
riso
n
i
n
e
d
u
c
a
ti
o
n
a
l
s
tu
d
ies
:
d
iffere
n
t
in
si
g
h
ts
fro
m
d
iff
e
re
n
t
li
tera
tu
re
s
a
n
d
th
e
v
a
l
u
e
o
f
m
u
lt
il
e
v
e
l
a
n
a
ly
sis,”
Ha
rv
a
rd
Ed
u
c
a
ti
o
n
a
l
Re
v
iew
,
v
o
l.
6
5
,
n
o
.
3
,
p
p
.
4
7
2
-
4
8
9
,
1
9
9
5
,
d
o
i:
1
0
.
1
7
7
6
3
/h
a
e
r.
6
5
.
3
.
g
3
2
2
8
4
3
7
2
2
4
v
4
8
7
7
.
[2
7
]
İ
.
Yü
k
se
l
a
n
d
M
.
S
a
ğ
lam
,
Ka
rş
ıl
a
ştırma
lı
e
ğ
it
im
y
a
n
sım
a
la
rı
.
An
k
a
ra
:P
e
g
e
m
Ak
a
d
e
m
i,
2
0
1
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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Vo
l
.
10
,
No
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2
,
J
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e
2
0
2
1
:
5
3
5
-
5
4
4
544
[2
8
]
A
.
Yıld
ırı
m
a
n
d
H
.
v
e
Ş
imş
e
k
,
S
o
sy
a
l
b
il
imler
d
e
n
it
e
l
a
ra
ştırma
y
ö
n
tem
ler
i
.
An
k
a
ra
:
S
e
ç
k
in
Ya
y
ın
c
ı
lı
k
,
2
0
1
8
.
[2
9
]
D.
D
.
M
i
n
n
e
r
,
A.
J
.
Le
v
y
,
a
n
d
J
.
Ce
n
tu
ry
,
“
I
n
q
u
iry
-
b
a
se
d
sc
ien
c
e
i
n
stru
c
ti
o
n
-
wh
a
t
is
it
a
n
d
d
o
e
s
i
t
m
a
tt
e
r?
Re
su
lt
s
fro
m
a
re
se
a
rc
h
sy
n
t
h
e
sis
y
e
a
rs
1
9
8
4
t
o
2
0
0
2
,
”
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
i
n
S
c
ien
c
e
T
e
a
c
h
i
n
g
,
v
o
l.
4
7
,
p
p
.
4
7
4
-
4
9
6
,
2
0
1
0
,
d
o
i:
1
0
.
1
0
0
2
/t
e
a
.
2
0
3
4
7
.
[3
0
]
H
.
S
u
ri
a
n
d
D
.
Clark
e
,
“
Ad
v
a
n
c
e
m
e
n
ts
ın
re
se
a
rc
h
sy
n
th
e
sis
m
e
th
o
d
s:
fro
m
a
m
e
th
o
d
o
lo
g
i
c
a
ll
y
ın
c
lu
si
v
e
p
e
rsp
e
c
ti
v
e
,
”
Rev
iew
o
f
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
7
9
,
n
o
.
1
,
p
p
.
3
9
5
-
4
3
0
,
2
0
0
9
,
d
o
i:
1
0
.
3
1
0
2
/
0
0
3
4
6
5
4
3
0
8
3
2
6
3
4
9
.
[3
1
]
N
.
Ka
ra
sa
r,
Bi
li
ms
e
l
Ara
ştırma
Y
ö
n
tem
ler
i
.
An
k
a
ra
:
No
b
e
l
Ya
y
ın
c
ıl
ık
,
2
0
1
9
.
[3
2
]
A
.
Erk
u
ş,
Da
v
ra
n
ış B
il
imler
i
için
Bi
li
ms
e
l
Ara
ştırma
S
ü
re
c
i
.
A
n
k
a
r
a
:
S
e
ç
k
in
Ya
y
ı
n
c
ıl
ı
k
,
2
0
0
9
.
[3
3
]
Z
.
Ka
ra
ç
a
m
,
“
S
istem
a
ti
k
De
rlem
e
M
e
to
d
o
l
o
ji
si:
S
istem
a
ti
k
De
rlem
e
Ha
z
ırl
a
m
a
k
İç
in
Bir
Re
h
b
e
r,
”
Do
k
u
z
Eylü
l
Ün
ive
rs
it
e
si He
mş
ire
li
k
Y
ü
k
se
k
o
k
u
lu
El
e
k
tro
n
ik De
rg
isi,
v
o
l.
6
,
n
o
.
1
,
p
p
.
26
-
3
3
,
2
0
1
3
.
[3
4
]
S
.
S
a
ra
ç
,
A
.
Ö
n
d
e
r
,
a
n
d
S
.
Ka
ra
k
e
ll
e
,
“
Üs
tb
i
li
ş,
Zek
a
Ve
M
e
ti
n
d
e
n
Öǧ
re
n
m
e
P
e
rfo
rm
a
n
sı
Ara
sin
d
a
k
i
Ili
şk
i
ler,”
Eg
it
im
v
e
Bi
l
im
,
v
o
l.
39
,
n
o
.
1
7
3
,
p
p
.
4
0
-
5
3
,
2
0
1
4
.
[3
5
]
F
.
Ka
n
a
,
“
M
e
tac
o
g
n
i
ti
v
e
Aw
a
re
n
e
ss
o
f
Re
a
d
i
n
g
S
trate
g
ies
Lev
e
ls
o
f
S
e
c
o
n
d
a
r
y
S
c
h
o
o
l
S
tu
d
e
n
ts
,”
Erzin
c
a
n
Ün
ive
rs
it
e
si E
ğ
it
i
m F
a
k
ü
lt
e
si De
r
g
isi
,
v
o
l
.
1
6
,
n
o
.
1
,
p
p
.
1
0
0
-
1
2
0
,
2
0
1
4
,
d
o
i:
1
0
.
1
7
5
5
6
/
jef.7
3
1
7
1
.
[3
6
]
D
.
De
n
iz,
B
.
K
ü
ç
ü
k
,
Ş
.
Ca
n
sız
,
L
.
Ak
g
ü
n
,
a
n
d
T
.
İşle
y
e
n
,
“
Orta
ö
ğ
r
e
ti
m
M
a
tem
a
ti
k
Öğ
re
tme
n
i
Ad
a
y
ların
ın
Üs
tb
il
iş
F
a
rk
ın
d
a
lı
k
ları
n
ın
Ba
z
ı
De
ğ
işk
e
n
l
e
r
Aç
ısın
d
a
n
İ
n
c
e
len
m
e
si,”
Ka
sta
mo
n
u
Eğ
i
ti
m
De
rg
isi
,
v
o
l
.
22
,
n
o
.
1
,
p
p
.
3
0
5
-
3
2
0
,
2
0
1
4
.
[3
7
]
M
.
G
ö
k
şe
n
,
“
İn
g
il
izc
e
Öğ
re
tme
n
i
Ad
a
y
ları
n
ın
Üs
t
Bi
li
şs
e
l
Ok
u
m
a
S
trate
ji
lerin
i
Ku
ll
a
n
m
a
Dü
z
e
y
lerin
in
F
a
rk
lı
De
ğ
işk
e
n
ler Aç
ısın
d
a
n
İn
c
e
len
m
e
si (
Erciy
e
s Ün
i
v
e
rsites
i
Örn
e
ğ
i),
”
M
a
ste
r
Th
e
sis
,
2
0
1
9
.
[3
8
]
L
.
Ad
rian
,
“
T
h
e
Eff
e
c
ts
o
f
a
S
tu
d
y
Ab
ro
a
d
E
x
p
e
rien
c
e
o
n
th
e
L2
M
o
ti
v
a
ti
o
n
a
l
S
e
lf
a
n
d
M
e
tac
o
g
n
it
iv
e
S
k
il
ls:
A
stu
d
y
o
f
a
ju
n
io
r
h
i
g
h
sc
h
o
o
l
tri
p
a
b
r
o
a
d
,
”
Bu
l
letin
o
f
M
iy
a
g
i
Un
i
v
e
rsity
o
f
Ed
u
c
a
ti
o
n
,
2
0
1
4
.
[O
n
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
:
//
id
.
n
i
i.
a
c
.
jp
/
1
1
3
8
/
0
0
0
0
0
2
6
7
.
[3
9
]
M
.
S
h
i
k
a
n
o
,
“
A
Qu
a
n
ti
tativ
e
S
u
r
v
e
y
o
n
M
e
tac
o
g
n
it
iv
e
Aw
a
re
n
e
ss
o
f
Re
a
d
in
g
S
trate
g
y
Us
e
in
En
g
l
ish
b
y
Ja
p
a
n
e
se
Un
iv
e
rsity
S
t
u
d
e
n
ts
,
”
p
p
.
1
1
-
2
4
,
2
0
1
3
.
[4
0
]
J
.
M
y
n
a
rd
,
“
P
r
o
m
o
ti
n
g
C
o
g
n
it
i
v
e
a
n
d
M
e
tac
o
g
n
it
i
v
e
Aw
a
re
n
e
ss
Th
ro
u
g
h
S
e
lf
-
S
tu
d
y
M
o
d
u
les
:
A
n
I
n
v
e
stig
a
ti
o
n
i
n
to
Ad
v
iso
r
Co
m
m
e
n
ts,”
2
0
1
0
.
[4
1
]
Y
.
G
o
to
h
,
“
De
v
e
lo
p
m
e
n
t
o
f
Cr
it
i
c
a
l
Th
in
k
in
g
wit
h
M
e
tac
o
g
n
it
iv
e
Re
g
u
lati
o
n
,
”
1
3
th
In
ter
n
a
ti
o
n
a
l
Co
n
fer
e
n
c
e
o
n
Co
g
n
it
io
n
a
n
d
Exp
l
o
ra
t
o
ry
L
e
a
r
n
in
g
in
Di
g
it
a
l
A
g
e
(CEL
DA
2
0
1
6
)
,
2
0
1
6
,
p
p
.
3
5
3
-
3
5
6
.
[4
2
]
R.
J
.
Wern
e
r
a
n
d
Y
.
Ko
b
a
y
a
sh
i
,
“
S
e
lf
-
Ac
c
e
ss
a
n
d
M
e
tac
o
g
n
it
iv
e
Aw
a
re
n
e
ss
in
Yo
u
n
g
Lea
rn
e
rs:
Ho
w
Ja
p
a
n
e
se
S
ix
th
G
ra
d
e
rs
Lea
rn
Ho
w
to
Lea
rn
En
g
l
ish
,
”
S
t
u
d
ies
in
S
e
lf
-
Acc
e
ss
L
e
a
rn
i
n
g
J
o
u
rn
a
l
,
v
o
l.
6
,
n
o
.
4
,
p
p
.
3
9
9
-
4
1
2
,
2
0
1
5
,
d
o
i
:
1
0
.
3
7
2
3
7
/0
6
0
4
0
6
.
[4
3
]
C
.
Da
b
a
re
ra
,
W.
A
.
Re
n
a
n
d
y
a
,
a
n
d
L.
J
.
Z
h
a
n
g
,
“
Th
e
imp
a
c
t
o
f
m
e
tac
o
g
n
it
i
v
e
sc
a
ffo
ld
i
n
g
a
n
d
m
o
n
it
o
rin
g
o
n
re
a
d
i
n
g
c
o
m
p
re
h
e
n
sio
n
,
”
S
y
ste
m
,
v
o
l
.
42
,
n
o
.
1
,
p
p
.
4
6
2
-
4
7
3
,
2
0
1
4
,
d
o
i:
1
0
.
1
0
1
6
/j
.
sy
ste
m
.
2
0
1
3
.
1
2
.
0
2
0
.
[4
4
]
K.
E.
D
.
Ng
,
“
P
a
rti
a
l
M
e
tac
o
g
n
it
i
v
e
Bli
n
d
n
e
ss
in
Co
l
lab
o
ra
ti
v
e
P
ro
b
lem
S
o
lv
in
g
,
”
Pro
c
e
e
d
in
g
s
o
f
t
h
e
3
3
rd
A
n
n
u
a
l
Co
n
fer
e
n
c
e
o
f
th
e
M
a
t
h
e
ma
ti
c
s E
d
u
a
ti
o
n
Res
e
a
rc
h
Gr
o
u
p
o
f
Au
str
a
la
si
a
,
2
0
1
0
,
p
p
.
4
4
6
-
4
5
3
.
[4
5
]
S
.
E
.
H
o
n
g
,
N.
H
.
Lee
,
a
n
d
D.
J
.
Ye
o
,
“
A
m
e
tac
o
g
n
it
iv
e
a
p
p
ro
a
c
h
in
k
ic
k
-
sta
rti
n
g
th
e
u
n
d
e
rsta
n
d
i
n
g
a
n
d
p
lan
n
i
n
g
p
h
a
se
s
o
f
m
a
th
e
m
a
ti
c
a
l
p
ro
b
lem
so
lv
i
n
g
,
”
1
2
t
h
In
ter
n
a
ti
o
n
a
l
Co
n
g
re
ss
o
n
M
a
t
h
e
ma
ti
c
a
l
Ed
u
c
a
ti
o
n
(ICM
E
-
1
2
)
,
2
0
1
2
,
p
p
.
4
4
5
0
-
4
4
5
8
.
[O
n
li
n
e
].
A
v
a
i
lab
le:
h
tt
p
:
//
h
d
l.
h
a
n
d
le.n
e
t/
1
0
4
9
7
/
1
5
9
1
6
.
[4
6
]
C.
B
.
Lee
a
n
d
T
.
T
e
o
,
“
S
h
ift
in
g
p
re
-
se
rv
ice
tea
c
h
e
rs’
m
e
tac
o
g
n
it
io
n
t
h
ro
u
g
h
p
ro
b
lem
so
lv
i
n
g
,
”
Asia
-
Pa
c
if
i
c
Ed
u
c
a
ti
o
n
Res
e
a
rc
h
e
r
,
v
o
l.
20
,
n
o
.
3
,
p
p
.
5
7
0
-
5
7
8
,
2
0
1
1
.
[4
7
]
B
.
Ka
u
r
a
n
d
S
.
Are
e
p
a
tt
a
m
a
n
n
il
,
“
In
flu
e
n
c
e
s
o
f
M
e
tac
o
g
n
it
i
v
e
a
n
d
S
e
lf
-
Re
g
u
late
d
Lea
rn
i
n
g
S
trate
g
i
e
s
fo
r
Re
a
d
in
g
o
n
M
a
th
e
m
a
ti
c
a
l
Li
tera
c
y
o
f
Ad
o
les
c
e
n
ts
in
A
u
stra
li
a
a
n
d
S
in
g
a
p
o
re
,
”
M
a
t
h
e
ma
ti
c
s
Ed
u
c
a
ti
o
n
Res
e
a
rc
h
Gr
o
u
p
o
f
Au
stra
l
a
sia
,
Ju
l
y
,
p
p
.
2
-
6
,
2
0
1
2
.
[4
8
]
R.
A
.
S
p
e
rli
n
g
,
B.
C
.
Ho
wa
rd
,
L.
A
.
M
il
ler,
a
n
d
C
.
M
u
r
p
h
y
,
“
M
e
a
su
re
s
o
f
c
h
il
d
re
n
’s
k
n
o
wle
d
g
e
a
n
d
re
g
u
latio
n
o
f
c
o
g
n
i
ti
o
n
,
”
Co
n
tem
p
o
ra
ry
Ed
u
c
a
t
io
n
a
l
Psy
c
h
o
lo
g
y
,
v
o
l.
2
7
,
p
p
.
5
1
-
7
9
,
2
0
0
2
,
d
o
i:
1
0
.
1
0
0
6
/ce
p
s.2
0
0
1
.
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[4
9
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G.
S
c
h
ra
w
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n
d
R.
S
.
De
n
n
is
o
n
,
“
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e
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o
f
tas
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-
d
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v
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st
o
n
re
c
a
ll
o
f
tex
t,
”
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o
u
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n
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o
f
Rea
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in
g
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a
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r
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v
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l.
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.
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,
1
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.
[5
0
]
E
.
Öz
tü
rk
,
“
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u
m
a
S
trate
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leri
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tb
il
işse
l
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a
rk
ın
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a
lı
k
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n
v
a
n
te
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ri’n
in
T
ü
rk
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e
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o
rm
u
n
u
n
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e
ç
e
rli
k
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e
G
ü
v
e
n
irl
ik
Ça
lı
şm
a
sı,”
İl
-
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re
ti
m On
li
ne
,
v
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l.
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1
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o
.
2
,
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p
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2
9
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d
o
i:
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/IO.
2
9
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6
.
[5
1
]
R
.
Tara
b
a
n
,
M
.
Ke
rr,
a
n
d
K
.
v
e
Ry
n
e
a
rso
n
,
“
An
a
l
y
ti
c
a
n
d
p
ra
g
m
a
ti
c
fa
c
to
rs
in
c
o
ll
e
g
e
st
u
d
e
n
ts
’
m
e
tac
o
g
n
it
i
v
e
re
a
d
in
g
stra
teg
ies
,
”
Rea
d
i
n
g
Psy
c
h
o
l
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y
,
v
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l.
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5
,
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9
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4
3
5
5
4
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.
[5
2
]
S
.
Çö
ğ
m
e
n
,
“
E
ğ
it
im
fa
k
ü
lt
e
si
ö
ğ
r
e
n
c
il
e
rin
in
k
u
ll
a
n
d
ık
ları
o
k
u
d
u
ğ
u
n
u
a
n
lam
a
stra
tejil
e
ri,
”
Ya
y
ımla
n
m
a
m
ış
Yü
k
se
k
Li
sa
n
s T
e
z
i,
Ad
n
a
n
M
e
n
d
e
re
s Ün
iv
e
rsites
i
S
o
s
y
a
l
Bil
imle
r
E
n
stit
ü
s
ü
,
Ay
d
ın
,
2
0
0
8
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