Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2021, Cilt: 6 Sayı: 2, 155 - 168, 01.04.2021
https://doi.org/10.24331/ijere.818576

Öz

Kaynakça

  • Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96(3), 523.
  • Bodrova, E., & Leong, D. J. (2005). Self-regulation: A foundation for early learning. Principal, 85(1), 30-35.
  • Boekaerts, M., & Corno, L. (2005). Self‐regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 199-231.
  • Bronson, M. B. (2000). Self-regulation in early childhood: Nature and nurture. New York: Guilford.
  • Butler, D. L. (1998). The strategic content learning approach to promoting selfregulated learning: a report of three studies. Journal of Educational Psychology, 90 (4), 682- 697.
  • Cloud, H., & Townsend, J. (1996). Anne faktörü. İstanbul: Sistem Yayıncılık.
  • Çiltaş, A. & Bektaş, F. (2009). Motivation and self-arrangements skills of primary school students` into mathematics lesson. An International Journal Social Science and Humanities, 28,152-159.
  • Çiltaş, A. (2011). Eğitimde öz-düzenleme öğretiminin önemi üzerine bir çalışma. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(5),1-11.
  • Duckworth, A. L., & Seligman, M. E. P. (2006). Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores. Journal of Educational Psychology, 98(1), 198–208.
  • George, D., & Mallery, M. (2010). Spss for windows step by step: A simple guide and reference. 17.0 update, Boston: Pearson.
  • Gömleksiz, M. N., & Demiralp, D. (2012). Öğretmen adaylarının öz-düzenleyici öğrenme becerilerine ilişkin görüşlerinin çeşitli değişkenler açısından değerlendirilmesi. Gaziantep Üniversitesi Sosyal Bilimler Dergisi,11(3), 777 -795.
  • Israel, E. (2007). Öz düzenleme eğitimi fen başarısı ve öz yeterlilik. (Yayımlanmamış Doktora Tezi). Dokuz Eylül Üniversitesi, İzmir.
  • İğci, G., & Özdemir, O. (2017). Üniversite öğrencilerinin özdüzenleme becerileri ve derse yönelik tutumlarının akademik başarı ile ilişkisi. (Ed. Demirel, Ö. & Dinçer, S), Küreselleşen dünyada eğitim, Ankara: Pegem Yayıncılık.
  • Karabacak, Ü. (2014). Öz düzenleme ve ilköğretim ikinci kademe öğrencilerinin fen başarısının incelenmesi. (Yayımlanmamış Yüksek Lisans Tezi). Balıkesir Üniversitesi Fen Bilimleri Enstitüsü, Balıkesir.
  • Karasar, N. (2004). Bilimsel araştırma yöntemi. 13. Baskı, Ankara: Nobel Yayın Dağıtım.
  • Lay, K., & Young, D. B. (2001). Instructional Principals for Self-regulation. Educational Technology Research and Development, 49(2), 93-103.
  • Lizarraga, M. L. S. A., Ugarte, M. D., Cardelle-Elawar, M., Iriarte, M. D., & Baquedano, M. T. S. A. (2003). Enhancement of self-regulation, assertiveness and empathy. Learning and Instruction, 13, 423-439.
  • Masui, C., & De Corte, E. (1999). Enhancing learning and problem solving skills: Orienting and self-judging, the powerful and trainable learning tools. Learning and Instruction, 9 (6), 517-542.
  • Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.
  • Perels, F., Gürtler, T. & Schmitz, B. (2005). Training of self-regulatory and problem-solving competence. Learning and Instruction, 15, 123-139.
  • Perry, N. E., & VandeKamp, K. J. O. (2000). Creating classroom contexts that support young children’s development of self-regulated learning. International Journal of Educational Research, 33, 821-843.
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33-40.
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation, 451-502. general cognitive ability as predictors of gender- specific academic achievement. Frontiers in Psychology, 6, 1–54-76.
  • Sağırlı, M. Ö., Çiltaş, A., Azapağası, E. & Zehir, K. (2010). Yüksek öğretimin öz-düzenlemeyi öğrenme becerilerine etkisi (Atatürk Üniversitesi Örneği). Kastamonu Eğitim Dergisi, 18(2), 587-596.
  • Sağırlı, M. Ö., & Azapağası, E. (2009). Üniversite öğrencilerinin öğrenmede özdüzenlemeyi öğrenme becerilerinin incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 42(2), 129-161.
  • Schraw, G., Crippen K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111–139.
  • Schmitz, B., & Wiese, B. S. (2005). New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data. Contemporary Educational Psychology, Article in Press.
  • Tekin, H. (1993). Measurement and evaluation in education. Ankara: Yargı Publications.
  • Turan, S. (2009). Probleme dayalı öğrenmeye ilişkin tutumlar, öğrenme becerileri ve başarı arasındaki ilişkiler. (Yayımlanmamış Doktora Tezi). Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Eğitim Bilimleri, Ankara.
  • Üredi, I., & Üredi, L. (2007). Öğrencilerin öz-düzenleme becerilerini geliştiren öğrenme ortamının oluşturulması. EDU7, 2(4).
  • Weis, M., Heikamp, T., & Trommsdorff, G. (2013). Gender differences in school achievement: The role of self-regulation. Frontiers in Psychology, 4.
  • Zimmerman, B. J., & Pons, M. M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American educational research journal, 23(4), 614-628.
  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of educational psychology, 81(3), 329-339.
  • Zimmerman, B. J. (1990). Self-regulating academic learning and achievement: The emergence of a social cognitive perspective. Educational Psychology Review, 2, 173-201.

Investigation of Prospective Teachers’ Self-Regulated Learning Skills in terms of Different Variables

Yıl 2021, Cilt: 6 Sayı: 2, 155 - 168, 01.04.2021
https://doi.org/10.24331/ijere.818576

Öz

This study aimed to describe the self-regulated learning skills of prospective teachers studying at a public university in Istanbul and reveal their differences in relation to the components of these skills, namely motivation and taking action to learn, planning and goal-setting, strategy use and evaluation, and attachment in learning, as well as other variables, including their major, type of high school completed, age, gender, socioeconomic level and parents’ education level. It was also investigated whether there was a relationship between the participants’ self-regulated learning skills and their major and grade levels. The screening model was used in the research. The sample consisted of students studying at a public university in Istanbul in the 2018-2019 academic year and selected using the simple random sampling method. The participants comprised 926 first-, second-, third- and fourth-grade students attending the departments of computer education and instructional technology, classroom teaching, preschool teaching, mathematics teaching, science teaching, guidance and psychological counseling, Turkish language teaching, social studies teaching, special education, English language teaching, French language teaching, and German language teaching. The Self-Regulatory Learning Skills Scale (SRLSS) and a personal information form were used as the data collection tools. The findings of the research revealed that the prospective teachers had high scores in the subscales of SRLSS and the overall scale. It was concluded that the prospective science teachers had higher scores in planning and goal-setting than the students attending all other programs except for mathematics teaching. Furthermore, the scores of female prospective teachers in all subscales were higher than those of the male participants. Considering the type of high school, the participants that had completed basic high school scored higher in strategy use and evaluation compared to those that had finished other types of high school. When the prospective teachers’ self-regulated learning skills were analyzed according to their parents' education level, no significant difference was found. Keywords: self-regulated learning, prospective teachers, teacher education.

Kaynakça

  • Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96(3), 523.
  • Bodrova, E., & Leong, D. J. (2005). Self-regulation: A foundation for early learning. Principal, 85(1), 30-35.
  • Boekaerts, M., & Corno, L. (2005). Self‐regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 199-231.
  • Bronson, M. B. (2000). Self-regulation in early childhood: Nature and nurture. New York: Guilford.
  • Butler, D. L. (1998). The strategic content learning approach to promoting selfregulated learning: a report of three studies. Journal of Educational Psychology, 90 (4), 682- 697.
  • Cloud, H., & Townsend, J. (1996). Anne faktörü. İstanbul: Sistem Yayıncılık.
  • Çiltaş, A. & Bektaş, F. (2009). Motivation and self-arrangements skills of primary school students` into mathematics lesson. An International Journal Social Science and Humanities, 28,152-159.
  • Çiltaş, A. (2011). Eğitimde öz-düzenleme öğretiminin önemi üzerine bir çalışma. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(5),1-11.
  • Duckworth, A. L., & Seligman, M. E. P. (2006). Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores. Journal of Educational Psychology, 98(1), 198–208.
  • George, D., & Mallery, M. (2010). Spss for windows step by step: A simple guide and reference. 17.0 update, Boston: Pearson.
  • Gömleksiz, M. N., & Demiralp, D. (2012). Öğretmen adaylarının öz-düzenleyici öğrenme becerilerine ilişkin görüşlerinin çeşitli değişkenler açısından değerlendirilmesi. Gaziantep Üniversitesi Sosyal Bilimler Dergisi,11(3), 777 -795.
  • Israel, E. (2007). Öz düzenleme eğitimi fen başarısı ve öz yeterlilik. (Yayımlanmamış Doktora Tezi). Dokuz Eylül Üniversitesi, İzmir.
  • İğci, G., & Özdemir, O. (2017). Üniversite öğrencilerinin özdüzenleme becerileri ve derse yönelik tutumlarının akademik başarı ile ilişkisi. (Ed. Demirel, Ö. & Dinçer, S), Küreselleşen dünyada eğitim, Ankara: Pegem Yayıncılık.
  • Karabacak, Ü. (2014). Öz düzenleme ve ilköğretim ikinci kademe öğrencilerinin fen başarısının incelenmesi. (Yayımlanmamış Yüksek Lisans Tezi). Balıkesir Üniversitesi Fen Bilimleri Enstitüsü, Balıkesir.
  • Karasar, N. (2004). Bilimsel araştırma yöntemi. 13. Baskı, Ankara: Nobel Yayın Dağıtım.
  • Lay, K., & Young, D. B. (2001). Instructional Principals for Self-regulation. Educational Technology Research and Development, 49(2), 93-103.
  • Lizarraga, M. L. S. A., Ugarte, M. D., Cardelle-Elawar, M., Iriarte, M. D., & Baquedano, M. T. S. A. (2003). Enhancement of self-regulation, assertiveness and empathy. Learning and Instruction, 13, 423-439.
  • Masui, C., & De Corte, E. (1999). Enhancing learning and problem solving skills: Orienting and self-judging, the powerful and trainable learning tools. Learning and Instruction, 9 (6), 517-542.
  • Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.
  • Perels, F., Gürtler, T. & Schmitz, B. (2005). Training of self-regulatory and problem-solving competence. Learning and Instruction, 15, 123-139.
  • Perry, N. E., & VandeKamp, K. J. O. (2000). Creating classroom contexts that support young children’s development of self-regulated learning. International Journal of Educational Research, 33, 821-843.
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33-40.
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation, 451-502. general cognitive ability as predictors of gender- specific academic achievement. Frontiers in Psychology, 6, 1–54-76.
  • Sağırlı, M. Ö., Çiltaş, A., Azapağası, E. & Zehir, K. (2010). Yüksek öğretimin öz-düzenlemeyi öğrenme becerilerine etkisi (Atatürk Üniversitesi Örneği). Kastamonu Eğitim Dergisi, 18(2), 587-596.
  • Sağırlı, M. Ö., & Azapağası, E. (2009). Üniversite öğrencilerinin öğrenmede özdüzenlemeyi öğrenme becerilerinin incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 42(2), 129-161.
  • Schraw, G., Crippen K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111–139.
  • Schmitz, B., & Wiese, B. S. (2005). New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data. Contemporary Educational Psychology, Article in Press.
  • Tekin, H. (1993). Measurement and evaluation in education. Ankara: Yargı Publications.
  • Turan, S. (2009). Probleme dayalı öğrenmeye ilişkin tutumlar, öğrenme becerileri ve başarı arasındaki ilişkiler. (Yayımlanmamış Doktora Tezi). Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Eğitim Bilimleri, Ankara.
  • Üredi, I., & Üredi, L. (2007). Öğrencilerin öz-düzenleme becerilerini geliştiren öğrenme ortamının oluşturulması. EDU7, 2(4).
  • Weis, M., Heikamp, T., & Trommsdorff, G. (2013). Gender differences in school achievement: The role of self-regulation. Frontiers in Psychology, 4.
  • Zimmerman, B. J., & Pons, M. M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American educational research journal, 23(4), 614-628.
  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of educational psychology, 81(3), 329-339.
  • Zimmerman, B. J. (1990). Self-regulating academic learning and achievement: The emergence of a social cognitive perspective. Educational Psychology Review, 2, 173-201.
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Şengül İlgar 0000-0002-1930-160X

Çiğdem Karakurt 0000-0003-4883-6424

Yasemin Deringöl 0000-0003-3030-7049

Nur Ütkür Güllühan 0000-0003-2062-5430

Yayımlanma Tarihi 1 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 6 Sayı: 2

Kaynak Göster

APA İlgar, Ş., Karakurt, Ç., Deringöl, Y., Ütkür Güllühan, N. (2021). Investigation of Prospective Teachers’ Self-Regulated Learning Skills in terms of Different Variables. International Journal of Educational Research Review, 6(2), 155-168. https://doi.org/10.24331/ijere.818576
AMA İlgar Ş, Karakurt Ç, Deringöl Y, Ütkür Güllühan N. Investigation of Prospective Teachers’ Self-Regulated Learning Skills in terms of Different Variables. IJERE. Nisan 2021;6(2):155-168. doi:10.24331/ijere.818576
Chicago İlgar, Şengül, Çiğdem Karakurt, Yasemin Deringöl, ve Nur Ütkür Güllühan. “Investigation of Prospective Teachers’ Self-Regulated Learning Skills in Terms of Different Variables”. International Journal of Educational Research Review 6, sy. 2 (Nisan 2021): 155-68. https://doi.org/10.24331/ijere.818576.
EndNote İlgar Ş, Karakurt Ç, Deringöl Y, Ütkür Güllühan N (01 Nisan 2021) Investigation of Prospective Teachers’ Self-Regulated Learning Skills in terms of Different Variables. International Journal of Educational Research Review 6 2 155–168.
IEEE Ş. İlgar, Ç. Karakurt, Y. Deringöl, ve N. Ütkür Güllühan, “Investigation of Prospective Teachers’ Self-Regulated Learning Skills in terms of Different Variables”, IJERE, c. 6, sy. 2, ss. 155–168, 2021, doi: 10.24331/ijere.818576.
ISNAD İlgar, Şengül vd. “Investigation of Prospective Teachers’ Self-Regulated Learning Skills in Terms of Different Variables”. International Journal of Educational Research Review 6/2 (Nisan 2021), 155-168. https://doi.org/10.24331/ijere.818576.
JAMA İlgar Ş, Karakurt Ç, Deringöl Y, Ütkür Güllühan N. Investigation of Prospective Teachers’ Self-Regulated Learning Skills in terms of Different Variables. IJERE. 2021;6:155–168.
MLA İlgar, Şengül vd. “Investigation of Prospective Teachers’ Self-Regulated Learning Skills in Terms of Different Variables”. International Journal of Educational Research Review, c. 6, sy. 2, 2021, ss. 155-68, doi:10.24331/ijere.818576.
Vancouver İlgar Ş, Karakurt Ç, Deringöl Y, Ütkür Güllühan N. Investigation of Prospective Teachers’ Self-Regulated Learning Skills in terms of Different Variables. IJERE. 2021;6(2):155-68.

International Journal of Educational Research Review (ISSN:2458-9322)
International Journal of Educational Research Review publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas. The International Journal of Educational Research Review aims to provide a forum for scholarly understanding of the field of education. Articles focus upon concepts, research, review and practices that emphasizes the intersections between education research and other fields, raises new questions, and develops innovative approaches to our understandings of pressing issues.
The range of topics covered in the International Journal of Educational Research Review include; read full aims and scope; https://www.ijere.com/page/journal-scopes
Peer Review Policy: All articles in this journal will undergo initial editor screening, rigorous double-anonymous peer review, and review by the editorial board.
Double-blind peer review
International Journal of Educational Research Review follows a double-blind reviewing procedure. This means that the author will remain anonymous to the reviewers throughout peer review. It is the responsibility of the author to anonymize the manuscript and any associated materials. read full Peer Review Policy; https://www.ijere.com/page/peer-review-policy
Ownership and management
IJERE journal is hosted by Dergipark/Tubitak. IJERE Journal is published with the support of Sakarya University Faculty of Education/TURKEY.
Governing body
Editor in Chief
Dr. Serhat Arslan, Gazi University, serhatarslan@gazi.edu.tr ,  Turkey
read full Governing body /Ownership and management/ Editorial board member ; https://www.ijere.com/page/editorial-board
Copyright and licensing
Copyright Statement
Copyright violation is an important, and possibly related, ethical issue. Authors should check their manuscripts for possible breaches of copyright law (e.g., where permissions are needed for quotations, artwork or tables taken from other publications or from other freely available sources on the Internet) and secure the necessary permissions before submission to International Journal of Educational Research Review.
read full Copyright and licensing; https://www.ijere.com/page/copyright-and-licensing-open-access-statement