The mediating role of listening motivation on the relationship between listening self-efficacy and metacognitive awareness

Selvanur Kayhan; Bircan Eyüp

doi:10.29329/pedper.2026.174

The mediating role of listening motivation on the relationship between listening self-efficacy and metacognitive awareness

Selvanur Kayhan Department of Turkish Language Teaching, Fatih Faculty of Education, Trabzon University, Trabzon, Türkiye https://orcid.org/0000-0002-6710-9815
Bircan Eyüp Department of Turkish Language Teaching, Fatih Faculty of Education, Trabzon University, Trabzon, Türkiye https://orcid.org/0000-0001-8061-1159

DOI

https://doi.org/10.29329/pedper.2026.174

Abstract

The role of metacognitive awareness on learning and the increasing importance of listening in the 21st century reveal the need to examine the relationships between listening motivation, listening self-efficacy and metacognitive awareness. The aim of this study is to examine the mediating role of listening motivation in the relationship between middle school students’ listening self-efficacy and metacognitive awareness. The study was designed according to the correlational research design, one of the quantitative research methods. The study group consisted of 1074 middle school students attending 13 schools selected from the public middle schools. The data of the study were collected using Personal Information Form, Listening Self- Efficacy Scale, Metacognitive Awareness Scale-Form B and Listening Motivation Scale for Secondary School Students. Structural equation modeling was used to analyze the data. As a result of this study, it was determined that there were positively significant relationships between middle school students’ listening self-efficacy, listening motivation, and metacognitive awareness. As students’ listening self-efficacy increased, their levels of listening motivation and metacognitive awareness also increased. It was found that listening self-efficacy had a direct and positive impact on listening motivation. Additionally, listening self-efficacy had a direct and positive effect on metacognitive awareness. Listening motivation was found to have a direct and positive effect on metacognitive awareness. Additionally, it was determined that listening motivation played a mediating role in the relationship between listening self-efficacy and metacognitive awareness. Listening self-efficacy has indirectly enhanced metacognitive awareness through listening motivation. Based on the findings of this study, listening skill may be used to improve students’ metacognitive awareness, and in the process of teaching this skill, the affective dimension may be emphasized more.

Keywords

Listening Skills, Listening Self-Efficacy, Metacognitive Awareness, Listening Motivation, Structural Equation Modeling

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How to Cite

Kayhan, S., & Eyüp, B. (2026). The mediating role of listening motivation on the relationship between listening self-efficacy and metacognitive awareness. Pedagogical Perspective, 5(2), 367-381. https://doi.org/10.29329/pedper.2026.174