Abstract:

Activity that can control, regulate and evaluate the cognitive process is expressed as metacognition. Statements such as "knowing not knowing", "cognition about cognition" or "thinking about thinking" are also used for metacognition. Which strategies and when and how we use them to learn or solve problems are also related to this concept. Parallel to the developments in the field of education, metacognition has gained a great importance. It is also a matter of curiosity to determine the relationships between students' family relationships and metacognitive levels. In this study, it was tried to determine the relationships between family relationships and executive cognitive skills of 8th grade students. The research is designed according to relational survey model. The study group was defined with convenience sampling method from the 8th grade students. 180 students took part in the study and their schools located in a provincial center in the South East Anatolian Region of Turkey. The data were collected using the Family Relations Scale and the Executive Cognitive Skills Scale. In the analysis process, appropriate statistical techniques were used for binary and multiple comparisons. There was a significant negative correlation between obstructive family perception and metacognitive scores at the level of -37.6 for the students, whereas there was a significant positive correlation between the family support perception and the metacognitive scores of the children at the level of 24.4. The results of the research were discussed on the basis of the related literature and some suggestions based on findings were developed.

Keywords: