@article{2015,title={MOTIVATIONAL, COGNITIVE AND METACOGNITIVE COMPETENCES OF PRESERVICE TURKISH LANGUAGE TEACHERS},abstractNode={The purpose of this study is to investigate the motivational, cognitive and metacognitive competences of preservice Turkish language teachers with regards to various variables. Relational screening model was used in the study. The participants of the study were 292 preservice Turkish language teachers studying at a university in the West of Turkey. As an instrument for data collection, the scale of “Motivational, Cognitive and Metacognitive Competence” adopted into Turkish by Aktamış and Uça (2010) was used in the study. T-test an one-way variance analysis were used for the factors with normal distribution in the analysis of the collected data whereas Mann Whitney U, Kruskal Wallis test was used in the analysis of the data without normal distribution. Some descriptive data analysis techniques such as arithmetic means, mode, median and percentage were used in this study. When the findings of the study were investigated, female preservice Turkish language teachers were found to be more careful in designing their learning processes compared to male preservice Turkish language teachers. This study has found out that female teachers took notes in the learning processes, underlined important parts, laid groundwork for studying activities and directed questions to themselves during the activities. Besides, the preservice Turkish language teachers whose grade point averages were between 2.51-4.00 were found to be more successful in designing their learning processes compared to those whose grade point averages were between 1.00-2.50. The preservice Turkish language teachers whose grade point averages were above 2.50 are seen that they consider teachers’ roles important in the classes. It can be suggested that preservice Turkish language teachers’ self-confidence for using their learning strategies are high. Preservice Turkish language teachers can be suggested to feel the absence of belief in themselves about self-efficacy.},author={Fatih KANA},year={2015},journal={The Journal of International Educational Sciences}}