Metacognition Proficiency Scale Designed For Preschool Educators (MEPS)

Ela Sümeyye Seçim; Ensar Yıldız

Article Details

Metacognition Proficiency Scale Designed For Preschool Educators (MEPS)

Authors:

Ela Sümeyye Seçim | Ensar Yıldız

Publisher:

Kafkas University

Main Topics:

Child Development Education | Teacher and Student Wellbeing

Journal:

e-Kafkas Journal of Educational Research Vol.12 Issue 2, pp.484-503

Document Type:

Article

Publication Date:

8/2025

Document Language:

English

Document ID (Org No.):

2001354122

pISSN:

2148-8940

Keywords:

Abstract:

 Through social transfers and adult-provided surroundings, children learn through observation and experience. The foundations of many skills are established throughout the preschool years. During this time, instructors knowledge, abilities, and competences become more significant because they are important for childrens skill acquisition in alongside formal schooling. The purpose of this study was to establish a reliable and strong instrument for assessing preschool instructors metacognitive abilities. Convenience sampling was used to gather data from 414 preschool teachers using the survey methodology. The data was analyzed using Jamovi version 2.4.8, and SPSS 24.0 package packages. The validity of the construct was determined by applying factor analysis, both confirmatory and exploratory; content validity was tested through the application of the Lawshe Technique. Cronbach alpha values, item difficulty, item discrimination, and reliability were measured. The study led to the development of the Metacognition Proficiency Scale for Preschool Teachers MEPS, which has 16 items, three dimensions metacognitive competence, metacognitive knowledge, and metacognitive support, a Cronbachs alpha value of.75, and 77.817 of the total variance explained.

 Through social transfers and adult-provided surroundings, children learn through observation and experience. The foundations of many skills are established throughout the preschool years. During this time, instructors knowledge, abilities, and competences become more significant because they are important for childrens skill acquisition in alongside formal schooling. The purpose of this study was to establish a reliable and strong instrument for assessing preschool instructors metacognitive abilities. Convenience sampling was used to gather data from 414 preschool teachers using the survey methodology. The data was analyzed using Jamovi version 2.4.8, and SPSS 24.0 package packages. The validity of the construct was determined by applying factor analysis, both confirmatory and exploratory; content validity was tested through the application of the Lawshe Technique. Cronbach alpha values, item difficulty, item discrimination, and reliability were measured. The study led to the development of the Metacognition Proficiency Scale for Preschool Teachers MEPS, which has 16 items, three dimensions metacognitive competence, metacognitive knowledge, and metacognitive support, a Cronbachs alpha value of.75, and 77.817 of the total variance explained.

 Through social transfers and adult-provided surroundings, children learn through observation and experience. The foundations of many skills are established throughout the preschool years. During this time, instructors knowledge, abilities, and competences become more significant because they are important for childrens skill acquisition in alongside formal schooling. The purpose of this study was to establish a reliable and strong instrument for assessing preschool instructors metacognitive abilities. Convenience sampling was used to gather data from 414 preschool teachers using the survey methodology. The data was analyzed using Jamovi version 2.4.8, and SPSS 24.0 package packages. The validity of the construct was determined by applying factor analysis, both confirmatory and exploratory; content validity was tested through the application of the Lawshe Technique. Cronbach alpha values, item difficulty, item discrimination, and reliability were measured. The study led to the development of the Metacognition Proficiency Scale for Preschool Teachers MEPS, which has 16 items, three dimensions metacognitive competence, metacognitive knowledge, and metacognitive support, a Cronbachs alpha value of.75, and 77.817 of the total variance explained.

 Through social transfers and adult-provided surroundings, children learn through observation and experience. The foundations of many skills are established throughout the preschool years. During this time, instructors knowledge, abilities, and competences become more significant because they are important for childrens skill acquisition in alongside formal schooling. The purpose of this study was to establish a reliable and strong instrument for assessing preschool instructors metacognitive abilities. Convenience sampling was used to gather data from 414 preschool teachers using the survey methodology. The data was analyzed using Jamovi version 2.4.8, and SPSS 24.0 package packages. The validity of the construct was determined by applying factor analysis, both confirmatory and exploratory; content validity was tested through the application of the Lawshe Technique. Cronbach alpha values, item difficulty, item discrimination, and reliability were measured. The study led to the development of the Metacognition Proficiency Scale for Preschool Teachers MEPS, which has 16 items, three dimensions metacognitive competence, metacognitive knowledge, and metacognitive support, a Cronbachs alpha value of.75, and 77.817 of the total variance explained.

Article Details

Metacognition Proficiency Scale Designed For Preschool Educators (MEPS)

Authors: Ela Sümeyye Seçim | Ensar Yıldız

Publisher: Kafkas University

Main Topics: Child Development Education | Teacher and Student Wellbeing

Journal: e-Kafkas Journal of Educational Research Vol.12 Issue 2, pp.484-503

Document Type: Article

Publication Date: 8/2025

Document Language: English

Document ID (Org No.): 2001354122

pISSN: 2148-8940

Metacognition

metacognitive competence

metacognitive knowledge

metacognitive support

preschool teacher

Issues

Authors:

Ela Sümeyye Seçim | Ensar Yıldız

Publisher:

Kafkas University

Main Topics:

Child Development Education | Teacher and Student Wellbeing

Journal:

e-Kafkas Journal of Educational Research Vol.12 Issue 2, pp.484-503

Document Type:

Article

Publication Date:

8/2025

Document Language:

English

Document ID (Org No.):

2001354122

pISSN:

2148-8940