Yerdelen-Damar, SevdaPesman, Haki2025-05-102025-05-1020130022-06711940-067510.1080/00220671.2012.6927292-s2.0-84877683316https://doi.org/10.1080/00220671.2012.692729https://hdl.handle.net/20.500.14720/16209Pesman, Haki/0000-0003-4778-2735The authors explored how gender and socioeconomic status (SES) predicted physics achievement as mediated by metacognition and physics self-efficacy. Data were collected from 338 high school students. The model designed for exploring how gender and SES-related differences in physics achievement were explained through metacognition and physics self-efficacy was tested. The result showed that metacognition and physics self-efficacy could explain gender- and SES-related differences in physics achievement. In addition, it was observed that physics self-efficacy mediated the relation of metacognition to physics achievement whereas metacognition did not. This finding means that metacognition contributed to physics achievement through physics self-efficacy.eninfo:eu-repo/semantics/closedAccessGenderMetacognitionPhysics Self-EfficacySocioeconomic StatusStructural Equation ModelingRelations of Gender and Socioeconomic Status To Physics Through Metacognition and Self-EfficacyArticle1064Q3Q2280289WOS:000318406000003