BibTex RIS Cite

Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri ve Fen Başarıları Üzerindeki Rolü

Year 2009, Volume: 8 Issue: 3, 883 - 900, 01.09.2009

Semra Sungur Savaş Güngören

Keywords

Motivasyon strateji kullanımı algılanan sınıf ortamı öz-düzenleme fen başarısı

References

  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
  • Ames, C. (1990) Motivation: What teachers need to know. Teachers College Record, 91, 409-421
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student learning strategies and motivation processes. Journal of Educational Psychology, 80, 260267.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York:W.H.Freeman.
  • Bandura, A., Barbaranelli, C., Caprara, G.V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67 , 12061222.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
  • Blackburn, M. (1998). Academic cheating. Unpublished doctoral dissertation, University of Oklohoma.
  • Deci, E.L., Vallerand, R.J., Pelletier, L.G. and Ryan, R.M. (1991). Motivation in education: The self-determination perspective. Educational Psychologist, 26, 325346.
  • Dembo, M.H., & Eaton, M.J.(2000). Self-regulation of academic learning in middle-level schools. The Elementary School Journal, 100, 473-490.
  • DeMarie, D., Miller, P. H., Ferron, J., & Cunningham, F. R. (2004). Path analysis tests of theoretical models of children's memory performance.Journal of Cognition and Development, 5, 461^492.
  • Dweck, C. (1995). Self-theories: Their role in motivation, personality, and development. Philadelphia, P.A: Psychology Press.
  • Eccles, J.S. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
  • Eccles, J.S., Wigfield, A., Midgley, C., Reuman, D., Mac Iver, D. & Fldlaufer H. (1993). Negative effects of traditional middle schools on students’ motivation. The Elementary School Journal, 93, 553-574.
  • Ee, J, Moore, P. J. & Atputhasamy, L. (2003). High-achieving Students: their motivational goals, self-regulation and achievement and relationships to their teachers' goals and strategy-based instruction. High Ability Studies, 14, 23 – 39
  • Greene, B.A., Miller, R.B., Crowson, M., Duke, B.L., & Akey L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462-482.
  • Hoy, A.W. (2004). What do teachers know about self-efficacy? The paper presented at the Annual Meeting of the American Educational Research, San Diego, USA.
  • Ley, K. & Young, D.B. (2001). Instructional principles for self-regulation. Educational Technology research and Development, 49, 93-103.
  • Kaplan, A. & Midgley, C. (1999). The relationship between perceptions of the classroom goal structure and early adolescents’ affect in school: The mediating role of coping strategies. Learning and Individual Differences, 11, 187-212.
  • Linnenbrink, E.A., & Pintrich, P.R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19 , 119-137.
  • McCoach, D.B. & Siegle, D. (2003). Factors that differentiate underachieving gifted students from high achieving gifted students. Gifted Child Quarterly. 47(2), 144154.
  • Müller, F.H. & Louw, J. (2004). Learning environment, motivation and interest: Perspectives on self-determination theory. South African Journal of Psychology,34, 169-190.
  • Neber, H., & Schommer-Aikins, M. (2002). Self-regulated science learning with highly gifted students: The role of cognitive, motivational, epistemological, and environmental variables. High Ability Studies, 13, 59-74.
  • Olaussen, B. S., & Braten, I. (1999). Students’ use of strategies for self-regulated learning: Cross-cultural perspectives. Scandinavian Journal of Educational Research, 43, 409-432.
  • Ozkan, S. (2003). The roles of motivational beliefs and learning styles on tenth grade students’ biology achievement. Unpublished Master Thesis. Ankara: Middle East Technical University
  • Popham, W.J. (2008). Classroom Assessment: What Teachers Need to Know (5th ed.). Boston: Allyn and Bacon.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
  • Paris, S. C. & Paris, A. H. (2001) Classroom applications of research on self-regulated learning, Educational Psychologist 36, 89-101.
  • Pintrich, P.R., & De Groot, E. (1990) Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 3340.
  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.
  • Pintrich, P. R. (2000a). The role of goal orientation in self-regulated learning. In M.Boekaerts, P. R. Pintrich & M. Zeidner (Eds), Handbook of Self-Regulation (pp. 452-502). San Diego, CA: Academic Press.
  • Pintrich P R, Smith D, Garcia T and McKeachie W J (1993) Reliability and Predictive Validity of The Motivated Strategies for Learning Questionnaire (MSLQ) Educational and Psychological Measurement, 53, 801-813.
  • Pintrich, P.R., Smith, D.A.F., Garcia, T., & Mckeachie, W.J. (1991) A Manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: National Centre for Research to Improve Postsecondary Teaching and Learning, The University of Michigan.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill.
  • Risemberg, R., & Zimmerman, B. J. (1992). Self-regulated learning in gifted students. Roeper Rivew, 15, 98-101.
  • Ross, M. E.., Salisbury-Glennon, J. D., Guarino, A., Reed, C. J. & Marshall, M. (2003). Situated Self-Regulation: Modeling the Interrelationships Among Instruction, Assessment, Learning Strategies and Academic Performance. Educational Research and Evaluation, 9, 189 - 209
  • Schunk, D.H. & Pajares, F. (2001). The development of self-efficay. Chapter in A. Wigfield & J. Eccles (Eds.), Development of achievement motivation.. San Diego: Academic Press.
  • Schunk, D.H. (1994). Motivating self-regulation of learning: The role of performance attributions. The paper presented at the Annual Meeting of the American Educational Research, New Orleans, USA
  • Stefanou, C., Perencevich, K.C., DiCintio, M., & Turner, J.C. (2004). Supporting autonomy in the classroom: Ways teaches encourage student decision making and ownership. Educational Psychologist, 39, 97-110.
  • Sundre, D.L., & Kitsantas, A. (2004). An exploration of the psychology of the examinee: Can examinee self-regulation and test taking motivation predict consequential and non-consequential test performance? Contemporary Educational Psychology 29, 6-26.
  • Sungur, S. (2007). Modeling the relationships among students’ motivational beliefs,metacognitive strategy use, and effort regulation. Scandinavian Journal of Educational Research, 51, 315-326.
  • Sungur, S. & Tekkaya, C. (2006). Effects of problem- based learning and traditional instruction on self-regulated learning. The Journal of Educational Research, 99, 307-317.
  • Sungur, S., & Wenler, B. (2009). An Analysis of Turkish High School Students’ Metacognition and Motivation. Educational Research and Evaluation, 15, 43-59. Tabachnick, B.G., & Fidell, L.S. (1996). Using multivariate statistics (3rd edition). New
  • York: HarperCollinsCollegePublishers.
  • Urdan, T., & Midgley, C. (2003). Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence. Contemporary Educational Psychology, 28, 524-551.
  • Usher E.L. & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31, 125-141.
  • Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49-78.
  • Wigfield, A., & Eccles, J.S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology,25, 68-81.
  • Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2003, March). Assessing academic self-regulated learning. Paper prepared for the Conference on Indicators of Positive Development: Definitions, Measures, and Prospective Validity, Washington, DC, USA.
  • Wolters, C.A., Yu,S:Y, & Pintrich, P.R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8,211-238.
  • Yumusak, N., Sungur, S., & Cakiroglu, J. (2007). Turkish High School Students’ Biology Achievement in Relation to Academic Self-Regulation. Educational Research and Evaluation, 13, 53-69.
  • Zimmerman, B. J. (2000) Attaining self-regulation. In M Kaerts, P.R. Pintrich, & M. Zeidner (Eds). Handbook of Self-Regulation. pp. 13-39.
  • Zimmerman, B.J. & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
  • Zusho, A., & Pintrich, P.R. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25, 1081-1094.

The Role of Classroom Environment Perceptions in Self-Regulated Learning and Science Achievement

Year 2009, Volume: 8 Issue: 3, 883 - 900, 01.09.2009

Semra Sungur Savaş Güngören

Keywords

-

References

  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
  • Ames, C. (1990) Motivation: What teachers need to know. Teachers College Record, 91, 409-421
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student learning strategies and motivation processes. Journal of Educational Psychology, 80, 260267.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York:W.H.Freeman.
  • Bandura, A., Barbaranelli, C., Caprara, G.V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67 , 12061222.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
  • Blackburn, M. (1998). Academic cheating. Unpublished doctoral dissertation, University of Oklohoma.
  • Deci, E.L., Vallerand, R.J., Pelletier, L.G. and Ryan, R.M. (1991). Motivation in education: The self-determination perspective. Educational Psychologist, 26, 325346.
  • Dembo, M.H., & Eaton, M.J.(2000). Self-regulation of academic learning in middle-level schools. The Elementary School Journal, 100, 473-490.
  • DeMarie, D., Miller, P. H., Ferron, J., & Cunningham, F. R. (2004). Path analysis tests of theoretical models of children's memory performance.Journal of Cognition and Development, 5, 461^492.
  • Dweck, C. (1995). Self-theories: Their role in motivation, personality, and development. Philadelphia, P.A: Psychology Press.
  • Eccles, J.S. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
  • Eccles, J.S., Wigfield, A., Midgley, C., Reuman, D., Mac Iver, D. & Fldlaufer H. (1993). Negative effects of traditional middle schools on students’ motivation. The Elementary School Journal, 93, 553-574.
  • Ee, J, Moore, P. J. & Atputhasamy, L. (2003). High-achieving Students: their motivational goals, self-regulation and achievement and relationships to their teachers' goals and strategy-based instruction. High Ability Studies, 14, 23 – 39
  • Greene, B.A., Miller, R.B., Crowson, M., Duke, B.L., & Akey L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462-482.
  • Hoy, A.W. (2004). What do teachers know about self-efficacy? The paper presented at the Annual Meeting of the American Educational Research, San Diego, USA.
  • Ley, K. & Young, D.B. (2001). Instructional principles for self-regulation. Educational Technology research and Development, 49, 93-103.
  • Kaplan, A. & Midgley, C. (1999). The relationship between perceptions of the classroom goal structure and early adolescents’ affect in school: The mediating role of coping strategies. Learning and Individual Differences, 11, 187-212.
  • Linnenbrink, E.A., & Pintrich, P.R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19 , 119-137.
  • McCoach, D.B. & Siegle, D. (2003). Factors that differentiate underachieving gifted students from high achieving gifted students. Gifted Child Quarterly. 47(2), 144154.
  • Müller, F.H. & Louw, J. (2004). Learning environment, motivation and interest: Perspectives on self-determination theory. South African Journal of Psychology,34, 169-190.
  • Neber, H., & Schommer-Aikins, M. (2002). Self-regulated science learning with highly gifted students: The role of cognitive, motivational, epistemological, and environmental variables. High Ability Studies, 13, 59-74.
  • Olaussen, B. S., & Braten, I. (1999). Students’ use of strategies for self-regulated learning: Cross-cultural perspectives. Scandinavian Journal of Educational Research, 43, 409-432.
  • Ozkan, S. (2003). The roles of motivational beliefs and learning styles on tenth grade students’ biology achievement. Unpublished Master Thesis. Ankara: Middle East Technical University
  • Popham, W.J. (2008). Classroom Assessment: What Teachers Need to Know (5th ed.). Boston: Allyn and Bacon.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
  • Paris, S. C. & Paris, A. H. (2001) Classroom applications of research on self-regulated learning, Educational Psychologist 36, 89-101.
  • Pintrich, P.R., & De Groot, E. (1990) Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 3340.
  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.
  • Pintrich, P. R. (2000a). The role of goal orientation in self-regulated learning. In M.Boekaerts, P. R. Pintrich & M. Zeidner (Eds), Handbook of Self-Regulation (pp. 452-502). San Diego, CA: Academic Press.
  • Pintrich P R, Smith D, Garcia T and McKeachie W J (1993) Reliability and Predictive Validity of The Motivated Strategies for Learning Questionnaire (MSLQ) Educational and Psychological Measurement, 53, 801-813.
  • Pintrich, P.R., Smith, D.A.F., Garcia, T., & Mckeachie, W.J. (1991) A Manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: National Centre for Research to Improve Postsecondary Teaching and Learning, The University of Michigan.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill.
  • Risemberg, R., & Zimmerman, B. J. (1992). Self-regulated learning in gifted students. Roeper Rivew, 15, 98-101.
  • Ross, M. E.., Salisbury-Glennon, J. D., Guarino, A., Reed, C. J. & Marshall, M. (2003). Situated Self-Regulation: Modeling the Interrelationships Among Instruction, Assessment, Learning Strategies and Academic Performance. Educational Research and Evaluation, 9, 189 - 209
  • Schunk, D.H. & Pajares, F. (2001). The development of self-efficay. Chapter in A. Wigfield & J. Eccles (Eds.), Development of achievement motivation.. San Diego: Academic Press.
  • Schunk, D.H. (1994). Motivating self-regulation of learning: The role of performance attributions. The paper presented at the Annual Meeting of the American Educational Research, New Orleans, USA
  • Stefanou, C., Perencevich, K.C., DiCintio, M., & Turner, J.C. (2004). Supporting autonomy in the classroom: Ways teaches encourage student decision making and ownership. Educational Psychologist, 39, 97-110.
  • Sundre, D.L., & Kitsantas, A. (2004). An exploration of the psychology of the examinee: Can examinee self-regulation and test taking motivation predict consequential and non-consequential test performance? Contemporary Educational Psychology 29, 6-26.
  • Sungur, S. (2007). Modeling the relationships among students’ motivational beliefs,metacognitive strategy use, and effort regulation. Scandinavian Journal of Educational Research, 51, 315-326.
  • Sungur, S. & Tekkaya, C. (2006). Effects of problem- based learning and traditional instruction on self-regulated learning. The Journal of Educational Research, 99, 307-317.
  • Sungur, S., & Wenler, B. (2009). An Analysis of Turkish High School Students’ Metacognition and Motivation. Educational Research and Evaluation, 15, 43-59. Tabachnick, B.G., & Fidell, L.S. (1996). Using multivariate statistics (3rd edition). New
  • York: HarperCollinsCollegePublishers.
  • Urdan, T., & Midgley, C. (2003). Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence. Contemporary Educational Psychology, 28, 524-551.
  • Usher E.L. & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31, 125-141.
  • Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49-78.
  • Wigfield, A., & Eccles, J.S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology,25, 68-81.
  • Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2003, March). Assessing academic self-regulated learning. Paper prepared for the Conference on Indicators of Positive Development: Definitions, Measures, and Prospective Validity, Washington, DC, USA.
  • Wolters, C.A., Yu,S:Y, & Pintrich, P.R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8,211-238.
  • Yumusak, N., Sungur, S., & Cakiroglu, J. (2007). Turkish High School Students’ Biology Achievement in Relation to Academic Self-Regulation. Educational Research and Evaluation, 13, 53-69.
  • Zimmerman, B. J. (2000) Attaining self-regulation. In M Kaerts, P.R. Pintrich, & M. Zeidner (Eds). Handbook of Self-Regulation. pp. 13-39.
  • Zimmerman, B.J. & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
  • Zusho, A., & Pintrich, P.R. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25, 1081-1094.
There are 53 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Semra Sungur

Savaş Güngören This is me

Publication Date September 1, 2009
Published in Issue Year 2009 Volume: 8 Issue: 3

Cite

APA Sungur, S., & Güngören, S. (2009). Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri ve Fen Başarıları Üzerindeki Rolü. İlköğretim Online, 8(3), 883-900.
AMA Sungur S, Güngören S. Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri ve Fen Başarıları Üzerindeki Rolü. EEO. September 2009;8(3):883-900.
Chicago Sungur, Semra, and Savaş Güngören. “Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri Ve Fen Başarıları Üzerindeki Rolü”. İlköğretim Online 8, no. 3 (September 2009): 883-900.
EndNote Sungur S, Güngören S (September 1, 2009) Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri ve Fen Başarıları Üzerindeki Rolü. İlköğretim Online 8 3 883–900.
IEEE S. Sungur and S. Güngören, “Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri ve Fen Başarıları Üzerindeki Rolü”, EEO, vol. 8, no. 3, pp. 883–900, 2009.
ISNAD Sungur, Semra - Güngören, Savaş. “Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri Ve Fen Başarıları Üzerindeki Rolü”. İlköğretim Online 8/3 (September 2009), 883-900.
JAMA Sungur S, Güngören S. Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri ve Fen Başarıları Üzerindeki Rolü. EEO. 2009;8:883–900.
MLA Sungur, Semra and Savaş Güngören. “Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri Ve Fen Başarıları Üzerindeki Rolü”. İlköğretim Online, vol. 8, no. 3, 2009, pp. 883-00.
Vancouver Sungur S, Güngören S. Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri ve Fen Başarıları Üzerindeki Rolü. EEO. 2009;8(3):883-900.