Introduction: This study aims to investigate the relationship between prospective teachers’ self-management and self-control skills, metacognition, and e-mobile learning readiness perceptions.
Methods: This study adopted a procedural model that was relational screening in nature. This study was conducted with 303 prospective teachers who attended Primary School Classroom Teaching, Primary School Science Teaching, Pre-school Teaching, and Psychological Counseling and Guidance departments in a State University Education Faculty in Turkey. In this study the “Self-control and self-management scale”, the “Metacognition scale” and the “E-Mobile learning readiness scale” were used as data collection tools. It was determined that the data collection tools used in the study were valid and reliable.
Results: According to the results of the study, mobile learning readiness perception is positively affected by metacognition. Metacognition is positively affected by Self-management and Self-control Skills. In the study, the effects of e-mobile learning readiness perceptions on both metacognition and self-management and self-control skills were discussed in accordance with the proposed model.
Discussion: The aim of this study is to determine the relationships between the variables of prospective teachers’ self-management and self-control skills, metacognition and e-mobile learning readiness perceptions. Four hypotheses in the proposed model were discussed according to the literature.
Limitations: This study was conducted only with the participants consisting of teacher candidates at a state university in Turkey. However, the participants of the research can be expanded with different teaching areas of higher education.
Conclusions: Prospective teachers’ self-regulation, self-assessment and control skills positively affect their metacognition skills. The metacognition skill of prospective teachers has a positive effect on mobile learning readiness perception.
