Metacognitive Strategies and Tendency to be Open to Learning: A Predictive Study

The aim of the study was determining the openness to learning tendencies and metacognitive learning strategies and analysing the predictive relationships between the related variables. The predictive research model was used in the study. Within the research, 499 education faculty students participated. For data collection, “Metacognitive Learning Strategies Scale” and “Tendency to be Open to Learning Scale” were used. The collected data were analyzed using simple linear regression analysis and multiple linear regression analysis. Consequently, it was determined that students frequently use metacognitive learning strategies; their tendencies to be open to learning are at a high level. It was concluded that the tendency to be open to learning significantly predicted the total scores obtained from the metacognitive learning strategies scale. It was concluded that the most predicted variable by the predictive variables together was planning strategies, and the least predicted variable was evaluation strategies. These results show that openness to learning is a vital variable in activating metacognitive learning strategies. Keywords: metacognitive learning strategies, learning tendency, tendency to be open to learning, teacher competencies, teacher education