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The aim of this study is to investigate the relationship between metacognitive awareness and beliefs of pre-service teachersâ€™ sense of efficacy. The research has been designed within a relational survey model. The sample of the research consists of 312 pre-service teachers. In the research, metacognitive awareness inventory and teachersâ€™ sense of efficacy scale were used as data collection tools. The correlation between variables was examined using structural equation modelling. The results showed that there was a positive and significant correlation between metacognitive awareness and teachersâ€™ sense of efficacy. This result interprets that an individual with high metacognitive awareness has a high teacherâ€™s sense of efficacy.
Keywords: Metacognitive awareness, teachersâ€™ sense of efficacy, structural equation modelling, pre-service teachers.
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