The effects of self-regulated learning on academic achievement in reading and self-regulation skills
Keywords:
Self-regulated learning, self-regulation skills, reading comprehension, academic achievement
Abstract
This study aims to examine whether a self-regulated learning model used in a 5th grade Turkish course has any effects on academic achievement in reading (comprehension) and self-regu- latory skills. The study lasted 12 weeks and the participants were 5th grade students enrolled in two primary schools located in Adana in Spring 2011.The experimental and control groups consisted of90 students enrolled in 5th grade primary schools in Adana. . “Reading Comprehension Achievement Test”, “Motivation and Learning Strategies Scale”, “Personal Information Form” and “Semi-Struc- tured Interview Form” were used in the research. After controlling for the pre-test scores, findings showed a significant difference in favor of the experimental group when the post-test mean scores in reading comprehension are considered. Furthermore, there was a statistically significant impact of the self-regulated learning model on cognitive awareness-learning strategies, perceived self-competence, time and study context management, and task value. There was no significant effect on test anxiety and recourse.
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References
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Budak, H. (2016). İlkokul dördüncü sınıf öğrencilerinin öz düzenleme, motivasyon, biliş üstü becerileri ve matematik dersi başarılarının belirlenmesi. Yayınlanmamış yüksek lisans tezi, Çanakkale On- sekiz Mart Üniversitesi, Çanakkale.
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Camahalan, F. M. G. (2006). Effects of self-regulated learning on mathematics achievement of selected Southeast Asian children. Journal of Instructional Psychology, 33(3), 194-205.
Can, B. (2016). Öz düzenlemeli strateji geliştirmeye dayalı öğretim modelinin hikâye yazma becerile- rini geliştirmeye etkisi. Yayınlanmamış doktora tezi, Gazi Üniversitesi, Ankara.
Canca, D. (2005). Cinsiyete göre üniversite öğrencilerinin kullandıkları bilişsel ve bilişüstü öz-düzenleme stra- tejileri ile akademik başarıları arasındaki ilişkinin incelenmesi. Yayınlanmamış yüksek lisans tezi, Yıldız Teknik Üniversitesi, İstanbul.
Chularut, P.,& DeBacker, T. K. (2004). The influence of concept mapping on achievement, self- regulation, and self-efficacy in students of English as a second language. Contemporary Educa- tional Psychology, 29, 248-263.
Çatalbaş, A. (2016). Hayat bilgisi dersi için hazırlanan öz düzenlemeli öğrenme modeli destekli etkinliklerin öğrencilerin öğrenme ve çalışma sorumluluğuna etkisi. Yayınlanmamış yüksek lisans tezi, Bartın Üniversitesi, Bartın.
Dadlı, G. (2015). Ortaokul 8. sınıf öğrencilerinin fen ve teknoloji dersine yönelik öz düzenleme becerileri ve öz yeterlikleri ile akademik başarıları arasındaki ilişkinin incelenmesi. Yayınlanmamış yüksek lisans tezi, Kahramanmaraş Sütçü İmam Üniversitesi, Kahramanmaraş.
Darr, C.,& Fisher, J. (2004). Self-regulated learning in the mathematics class. Retrieved April 29, 2014 fromhttp://www.nzcer.org.nz/system/files/13903.pdf.
Dignath, C., Buettner, G., & Langfeldt, H. P. (2008). How can primary school students learn self- regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes. Educational Research Review, 3, 101-129.
Eilam, B., Zeidner, M., & Aharon, I. (2009). Student conscientiousness, self-regulated learning, and science achievement: An explorative field study. Psychology in the Schools, 46(5), 420-432.
Eker, C. (2012). Öz-düzenleme sürecinde günlüklerin eğitici işlevi. Yayınlanmamış doktora tezi, Abant İzzet Baysal Üniversitesi, Bolu.
Eshel, Y.,& Kohavi, R. (2003). Perceived classroom control, self-regulated learning strategies, and aca- demic achievement. Educational Psychology, 23(3), 249-260.
Fer, S. (2009). Öğretim tasarımı, Ankara: Anı Yayıncılık.
Graham, S.,& Harris, K. R. (1994). The role and development of self-regulation in the writing process.
In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and
educational applications(pp. 203-228). New Jersey: Lawrence Erlbaum Associates Publishers.
Graham, S., Haris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30, 207-241.
Gülay, A. (2012). Öz düzenleyici öğrenmenin 5. sınıf öğrencilerinin akademik başarısına ve bilimsel süreç becerilerine etkisi. Yayınlanmamış yüksek lisans tezi. Recep Tayyip Erdoğan Üniversi- tesi, Rize.
Gültekin, D. (2016). Self-regulatory strategy development in writing: A case study of a Turkish EFL learner.
Yayınlanmamış yüksek lisans tezi. Marmara Üniversitesi, İstanbul.
Güneyli, T. (2016). 6.sınıf öğrencilerinin öz-düzenleyici öğrenme stratejileri ile İngilizceye yönelik tutum ve başarıları arasındaki ilişkinin incelenmesi. Yayınlanmamış yüksek lisans tezi. Afyon Kocatepe Üniversitesi, Afyon.
Hardalaç, N. (2012). Öz-düzenlemeli öğrenme yönteminin çalgı eğitimi boyutunda bireysel çalışma sürecine etkisi (Gazi Üniversitesi Sınıf Öğretmenliği Anabilim Dalı örneği). Yayınlanmamış doktora tezi, Gazi Üniversitesi, Ankara.
Haşlaman, T. (2011). Çevrimiçi öğrenme ortamının öğretmen ve öğrencilerin özdüzenleyici öğrenme becerileri üzerindeki etkisi. Yayınlanmamış doktora tezi, Hacettepe Üniversitesi, Ankara.
Housand, A.,& Reis, S. M. (2008). Self-regulated learning in reading: Gifted pedagogy and instructio- nal settings. Journal of Advanced Academics, 20(1), 108–136.
Hu, L.,& Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conven- tional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55
İsrael, E. (2007). Öz-düzenleme eğitimi, fen başarısı ve öz-yeterlilik. Yayınlanmamış doktora tezi, Do- kuz Eylül Üniversitesi, İzmir.
Jayawardena, K. P. R.;Kraayenoord, C. E. & Carroll, A. (2017). Promoting self regulated learning in science: A case study of a Sri Lankan secondary school science teacher. International Journal of Information and Education Technology, 7(3), 195-198.
Jöreskog, K. G.,& Sörbom, D. (1993). Lisrel 8 : Structural equation modeling with the SIMPLIS command language. Lincolnwood, IL: Scientific Software International.
Kılıç, Ş. (2016). İngilizce okuma ve yazma becerilerinin geliştirilmesinde öz-düzenlemeye dayalı öğre- timin etkililiği. Yayınlanmamış doktora tezi, Abant İzzet Baysal Üniversitesi, Bolu.
Kitsantas, A.; Winsler, A., & Huie, F. (2008). Self-regulation and ability predictors of academic success during college: A predictive validity study. Journal of Advanced Academics, 20, 42–68.
Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: The Guilford Press. Leech, N. L.,& Onwuegbuzie, A. J. (2009). A typology of mixed methods research designs. Qual Quant,
43, 265–275.
Bol, L.; Campbell, K. D. Y.; Perez, T., &Yen, C. (2016) The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses, Community College Journal of Research and Practice, 40(6), 480-495
McWhaw, K.,& Abrami, P. C. (2001). Student goal orientation and interest: Effects on students’ use of self-regulated learning strategies. Contemporary Educational Psychology, 26(3), 311-329.
Nicaise, M. (1993). Fostering the self-regulation of reading comprehension in college students. Disser- tation Abstract International, 54(06). UMI Number: 9318636.
Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilien- ce: A longitudinal study. International Journal of Educational Research, 41(3), 198–215.
Oruç, (2012). Öz düzenlemeli öğrenmenin okuduğunu anlamaya tutuma ve üst bilişsel düşünmeye etkisi. Yayınlanmamış yüksek lisans tezi. Bülent Ecevit Üniversitesi, Zonguldak.
Paterson, C. C. (1996). Self-regulated learning and academic achievement of senior biology students.
Australian Science Teachers Journal, 42(2), 48-53.
Paulsen, M. B.,& Feldman, K. A. (1999). Epistemological beliefs and self-regulated learning. Journal of Staff, Program and Organizational Development, 16(2), 83–91.
PIRLS 2001 Uluslararası okuma becerilerinde gelişim projesi ulusal rapor. Ankara: Milli Eğitim Bakanlı- ğı Eğitimi Araştırma ve Geliştirme Dairesi Başkanlığı. http://earged.meb.gov.tr adresinden 29.07.2010 tarihinde edinilmiştir.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. In- ternational Journal of Educational Research, 31, 459-470.
Pintrich, P. R.,& De Groot, E. V. (1990). Motivational and self-regulated learning components of class- room academic performance. Journal of Educational Psychology, 82(1), 33-40.
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Published
2017-12-31
Section
Articles
How to Cite
Kuşdemir Kayıran, B., & Doğanay, A. (2017). The effects of self-regulated learning on academic achievement in reading and self-regulation skills. International Journal of Curriculum and Instructional Studies (IJOCIS), 7(14), 89-112.
