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dc.contributor.authorOnen, Aysem Seda
dc.contributor.authorKocak, Canan
dc.date.accessioned2019-12-17T09:02:07Z
dc.date.available2019-12-17T09:02:07Z
dc.date.issued2012
dc.identifier.issn1877-0428
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2012.06.920
dc.identifier.urihttp://hdl.handle.net/11655/20535
dc.description.abstractThis study focused on the determination of the effects of student teachers' positive and negative metacognitive beliefs on their interpersonal relationships. The sampling consisted of 230 student teachers studying at Hacettepe University, Faculty of Education. The data were collected through "Interpersonal Relationship Dimensions Scale" developed by Imamoglu (2009) and the "Metacognition Scale" developed by Cartwright-Hatton and Wells (1997), which was adapted to the Turkish sampling by Tosun and Irak (2008). The findings of this study, which is based on the hypothesis that the interpersonal relations of student teachers are closely related to their metacognitions, would contribute to the determination of the connection between student teachers' interpersonal relationships and their metacognition. (C) 2012 Published by Elsevier Ltd.
dc.language.isoen
dc.publisherElsevier Science Bv
dc.relation.isversionof10.1016/j.sbspro.2012.06.920
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEducation & Educational Research
dc.titleThe Metacognitive Evaluation Of Student Teachers' Interpersonal Relationship Dimensions
dc.typeinfo:eu-repo/semantics/conferenceObject
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.relation.journalCyprus International Conference On Educational Research (Cy-Icer-2012)
dc.contributor.departmentOrta Öğretim Fen ve Matematik Alanlar Eğitimi
dc.identifier.volume47
dc.identifier.startpage1900
dc.identifier.endpage1905
dc.description.indexWoS


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