İlköğretim İkinci kademe öğrencilerinin fen ve teknoloji dersi öz-düzenlemeli öğrenme stratejilerinin incelenmesii

Bu araştırmanın amacı, ilköğretim ikinci kademe öğrencilerinin Fen ve Teknoloji Dersinde kullandıkları öz-düzenlemeli öğrenme stratejilerinin kullanım düzeylerini belirlemek ve bunların cinsiyet vesınıf seviyesine göre dağılımını incelemektir. Tarama modelindeki bu araştırma 2010-2011 öğretim yılı birinci döneminde Edirne İli Merkez İlçedeki İlköğretim okullarında, ikinci kademede öğrenim görmekte olan1286 öğrencinin katılımı ile gerçekleştirilmiştir. Araştırma verileri, varsayılan model çerçevesindearaştırmacılar tarafından geliştirilen Fen ve Teknoloji Dersi Öz-Düzenlemeli Öğrenme Stratejileri Ölçeğiile toplanmıştır. Araştırmanın sonuçlarına göre öğrenciler, Bilişsel Öğrenme Stratejilerinden en çokÖrgütleme Stratejilerini, en az Grafik Örgütleyici Stratejileri; Kaynak Yönetim Stratejilerinde en çok YardımArama Stratejilerini, en az Zaman Yönetim Stratejilerini kullanmaktadırlar. Bununla birlikte Biliş Bilgisi veBilişin Düzenlemesi Stratejilerinin kullanımları çok sık düzeyindedir. Cinsiyete göre strateji kullanımları incelendiğinde Grafik Örgütleyici Stratejiler ve Zaman Yönetim Stratejileri hariç tüm ölçeklerin genelinde vealt boyutlarında kızlar lehine anlamlı farklar bulunmuştur. Sınıf düzeyine göre durumlar incelendiğinde ise,sınıf seviyesi arttıkça strateji kullanımında anlamlı bir azalma olduğu belirlenmiştir. Araştırma sonuçlarınagöre öğrencilerin öz-düzenlemeli öğrenme stratejilerini kullanımını artırmaya yönelik önerilerde bulunulmuştur.

Investigation of middle school learners self-regulated learning strategies in science and technology courseiv

Learning involves using self-regulation processes (Azevedo, 2009). "Self-regulation is individual s affecting, guiding and controlling his behavior‖ (Senemoğlu, 2004:231). Although there are studies indicating the effects of self-regulation on achievement, there isa complexity between the relation of the quality, basic components, and some other fields withother structures (Zeidner, Boekaerts, Pintrich, 2005). This study assumes that self-regulatorylearning strategies have three dimensions which are cognitive strategies, metacognitivestrategies, and resource management strategies. Cognitive strategies are rehearsal, elaboration,and organizational strategies. Metacognitive strategies are divided into two categories. One ofthem is knowledge of the cognition and the other is regulation of cognition. Resourcemanagement strategies are time management strategies, environmental structuring strategiesand help seeking strategies.According to Pintrich (2005) in self-regulation studies individual characteristics should also beconsidered. One of the individual characteristics in educational research is the gender. Another individual variable is age. According to Zeidner, Boekaerts and Pintrich (2005) the variation ofself-regulation by age should be studied. In this study the variable of grade level was used tocover the variables of gender and age.The aim of the study is to "investigate self-regulating learning strategies employed by middle school learners in science and technology course‖. Research questions are aimed to examine strategy use in item and dimension level with regard to gender and grade level.In this study, the survey method was used. The data were gathered from 1286 volunteered students. 404 of them were 6th grade (191 female, 213 male), 426 of them were 7th grade (200 female, 226 male), and 456 of them were 8th grade students (216 female, 240 male). The datacollecting tool was ―Scale of self-regulatory learning strategies in Science and Technology Classes‖ which was developed by the researchers. As the result of exploratory factor analysis, itwas found that two items written for assessing graphic organizers formed a dimension explaining 3.66 % of total variance and this dimension was named Graphic Organizing Strategies. The confirmatory factor analysis of Knowledge and Cognition and Regulating Knowledge did not provide two different sub-dimensions. The two groups were grouped under one single dimension. SPSS 17.0 was used for exploratory factor analysis and reliability analysis. AMOS 16.0 was used for confirmatory factor analysis. The construct validity and reliability of scales and sub-dimensions were analysed in both scale development sample and research samples. In scale-development sample reliability coefficients varied between .63 and .93, where the coefficients varied between .62 and .93 in research sample. The coefficients values greater than .60 are viewed as acceptable (Özdamar, 2004).To answer research questions arithmetical mean, and standard deviation were calculated and independent samples t test, one way analysis of variance, Scheffé tests were used. To determine the effect size eta-squared was calculated. Pallant (2003) states that if η2 is between .01 and .05 the effect size is low, .06 and .13 indicates moderate and the value which is greater than .14 indicates a high effect. All factors in the scale do not have equal number of items. Hence, the total means of dimensions were divided by the item numbers. The dimensions with the highest means are Knowledge of Cognition ( X =2.63) and Regulating of Cognition (X=2.63). Açıkgöz (2007a: 109) states that ―having knowledge on learning and thinking processes facilitates controlling the process‖. The findings of the study are parallel with this conclusion.The least frequently used strategies are Cognitive Learning Strategies ( X =2.42). When the dimensions of sub-scales are analysed, it was observed that the least frequently used strategies in Cognitive Learning Strategies are Graphic Organizing Strategies ( X =1.78). The least frequently used strategy in this dimension is Concept Mapping. Concept maps are graphic organizing tools indicating relations between concepts and the links between concepts at the same level (Cunningham and Turgut, 1996). Employing these strategies less frequently may hinder the effectiveness of concept learning (Altınok, 2004). The findings of the study are negative in this sense. The effect of gender on strategy use was generally statistically significant. Means of female subjects were higher than male subjects in Organizing strategies, rehearsal strategies, elaboration strategies, and overall Cognitive Learning Strategies Inventory. Furthermore the findings were the same in Knowledge of Cognition, Regulating Cognition, help seeking strategies, environmental structuring strategies, overall Resource Management Strategies and in general. However, the effect size of the difference was low. There was no statistically significant difference in Graphic Organizing Strategies and Time Management Strategies. These dimensions also indicated a low strategy employment.When the relationship between grade level and strategy employment is investigated, the findings indicated that there were significant differences in all dimensions and in general. Scheffé test indicates that 6th grade students employ strategies more frequently 7th and 8th grades. Furthermore 7th grade students employ strategies more frequently than 8th grade students. The effect size is low in Organizing, Graphic Organizing, Knowledge of Cognition, Time Management, help seeking strategies and environmental structuring strategies. The effectsize is moderate in other dimensions. To summarize, strategy employment decrease as the grade level increases. Kılıç Çakmak et. al. (2008) state t

PDF

___

ABDULLAH Melissa Ng Lee (2007). "Exploring Childrens Self-Regulated Learning Skills", The 1st International Conference on Educational Reform, 9-11 November 2007, Mahasarakham University, Thailand
ABLARD Karen E. ve LIPSCHULTZ Rachelle E. (1998). Self-Regulated Learning in High Achieving Students: Relations to Advanced Reasoning, Achievement Goals, and Gender", Journal of Educational Psychology, C.90, S.1, s. 94101.
AÇIKGÖZ Kamile Ün (2004). Aktif Öğrenme, İzmir: Eğitim Dünyası Yayınları.
AÇIKGÖZ Kamile Ün (2007a). Aktif Öğrenme Yazıları, İzmir: Biliş Yayınları.
AÇIKGÖZ Kamile Ün (2007b). Başarmak Elimizde, İzmir: Biliş Yayınları.
AKIN Ahmet, ABACI Ramazan ve ÇETİN Bayram (2007). "Bilişötesi Farkındalık Envanterinin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması", Kuram ve Uygulamada Eğitim Bilimleri, C.7, S.2, s. 655-680.
AKYOL Gülsüm, SUNGUR Sungur, ve TEKKAYA Ceren. (2010). "The Contribution Of Cognitive And Metacognitive Strategy Use To Students Science Achievement", Educational Research and Evaluation, C. 16, S.1, s.1-21.
ALCI Bülent ve ALTUN Sertel (2007). "Lise Öğrencilerinin Matematik Dersine Yönelik Özdüzenleme ve Bilişüstü Becerileri, Cinsiyete, Sınıfa ve Alanlara Göre Farklılaşmakta mıdır?", Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, C.16, S.1, 3344.
ALTINOK Hülya (2004). İşbirlikli Öğrenme, Kavram Haritalama, Fen Başarısı, Strateji Kullanımı ve Tutum, Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, y.d.t., İzmir.
ALTUN Sertel. (2005). Öğrencilerin Öz Düzenlemeye Dayalı Öğrenme Stratejilerinin ve Öz Yeterlik Algılarının Öğrenme Stilleri ve Cinsiyete Göre Matematik Başarısını Yordama Gücü, Yıldız Teknik Üniversitesi Sosyal Bilimler Enstitüsü, y.d.t., İstanbul.
ARSAL Zeki (2005). "Öğretmen Adaylarının Öğrenme Ve Motivasyon Stratejileri", XIV. Ulusal Eğitim Bilimleri Kongresi Bildirileri, Pamukkale Üniversitesi Eğitim Fakültesi, 2830 Eylül 2005, Denizli.
AZEVEDO Roger (2009). "Theoretical, Conceptual, Methodological, and Instructional Issues in Research on Metacognition and Self-Regulated Learning: A Discussion", Metacognition and Learning, C.4, S.1, s.8795.
BIDJERANO Temi (2005). "Gender Differences in Self-Regulated Learning", The 36th /2005 Annual Meeting of the Northeastern Educational Research Association, 19-21 October 2005, Kerhonkson, NY, USA.
BOEKAERTS Monique ve NIEMIVIRTA Markku. (2005). "Self-Regulated Learning: Finding a Balance between Learning Goals and Ego-Protective Goals", Handbook of Self Regulation, Ed.: Monque Boekaerts, Paul R. Pintrich, Moshe Zeidner, San Diego, CA: Academic Press, pp. 417450
BROWN Timothy A (2006). Confirmatory Factor Analysis for Applied Research. NY: Guilford Press.
BROWNE Michael W. ve CUDECK Robert (1993). "Alternative Ways of Assessing Model Fit", Testing Structural Equation Models, Ed.: Kenneth A. Bollen ve J. Scott Long, Newbury Park, CA: Sage, s. 136162.
BULUT Serpil (2006). İlköğretim II. Kademe Öğrencilerinin Matematik Dersinde Kullandıkları Öğrenme Stratejileri ve Başarı Güdüleri, Trakya Üniversitesi Sosyal Bilimler Enstitüsü, y.y.t., Edirne.
BURSAL Murat (2013). "Longitudinal Investigation of Elementary Students Science Academic Achievement in 4-8th Grades: Grade Level and Gender Differences", Educational Sciences: Theory & Practice, C.13, S.2, s. 1151-1156.
BÜYÜKÖZTÜRK İener, AKGÜN Özcan Erkan, ÖZKAHVECI Özden ve DEMIREL Funda (2004). "Güdülenme ve Öğrenme Stratejileri Ölçeğinin Türkçe Formunun Geçerlik ve Güvenirlik Çalışması", Kuram ve Uygulamada Eğitim Bilimleri / Educational Sciences: Theory & Practice, C.4, S.2, s. 207-239.
BYRNE Barbara M. (2001). Structural Equation Modeling With AMOS: Basic Concepts, Applications, and Programming, Mahwah, NJ: Lawrence Erlbaum Associates.
CANCA Deniz (2005). Cinsiyete Göre Üniversite Öğrencilerinin Kullandıkları Bilişsel ve Biliş Üstü Öz Düzenleme Stratejileri ile Akademik Başarıları Arasındaki İlişkinin İncelenmesi, Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, y.y.t., İstanbul.
CEKOLIN Catherine Helen (2001). The Effects of Self-Regulated Learning Strategy Instructıon on Strategy Use and Academic Achievement, University Of South Alabama. y.d.t., Alabama
COHEN Louis, MANİON Lawrence, ve MORRİSON Keith (2000). Research Methods in Education, London: Routledge Falmer.
CUNNINGHAM Roger T., ve TURGUT M. Fuat (1996). İlköğretim Fen Bilgisi Öğretimi, Millî Eğitimi Geliştirme Projesi Deneme Basımı, Ankara.
ÇAĞLAR Aysun (2010). İlköğretim İkinci Kademe Öğrencilerinin Fen Dersine Yönelik Tutumları ve Akademik Benlik Kavramları. Çanakkale Onsekiz Mart Üniversitesi Sosyal Bilimler Enstitüsü, y.y.t., Çanakkale.
ÇALIİKAN Serap ve SELÇUK SEZGİN Gamze (2010). "Üniversite Öğrencilerinin Fizik Problemlerinde Kullandıkları Özdüzenleme Stratejileri: Cinsiyet ve Üniversite Etkileri", Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, S. 27, s. 50-62.
DEEKENS Victor M. (2009). Differences In The Use Of Macro-Level Self-Regulated Learning Processes Between Students That Gain Declarative Knowledge And Students That Gain Conceptual Understanding About Complex Science Topics, University of North Carolina At Chapel Hill, y.y.t., North Carolina
DEGUZMAN Paolo (2008). Effects of Help-Seeking in a Blended High School Biology Class, University Of Southern California, y.d.t., California
DEMETRIOU Andreas (2005). "Organization and Development of Self-Understanding and Self Regulation: Toward a General Theory", Handbook of Self-Regulation, Ed.: Monque Boekaerts, Paul R. Pintrich, Moshe Zeidner, San Diego, CA: Academic Press, p. 451-502
DINSMORE Daniel L., ALEXANDER Patricia A., ve LOUGHLIN, Sandra M. (2008). "Focusing The Conceptual Lens on Metacognition, Self-Regulation, and Self-Regulated Learning", Educational Psychological Review, C. 20, S.4, s.391-409.
EĞİTİMİ ARAİTIRMA VE GELİİTİRME DAİRESİ (2007). ÖBBS 2005: İlköğretim Öğrencilerinin Başarılarının Belirlenmesi: Fen Bilgisi Raporu, Ankara
EĞİTİMİ ARAİTIRMA VE GELİİTİRME DAİRESİ (2009). ÖBBS 2008: İlköğretim Öğrencilerinin Başarılarının Belirlenmesi: Fen ve Teknoloji Raporu, Ankara
FETTAHLIOĞLU Pınar, ÇIBIK Ayşe Sert, ILGAZ Gökhan ve EKICI Gülay (2009). "The Predictive Power of Learning Strategies Based on Self-Regulation on The Academic Success in Science and Technology Course", ESERA 2009 Conference, August 31st - September 4th 2009. İstanbul-Turkey.
FİDAN DİİİKİTLİ Ayşegül (2011). İlköğretim 7. ve 8. Sınıf Öğrencilerinin Fen ve Teknoloji Dersine Yönelik Tutumları ile Fen ve Teknoloji Dersi Başarıları Arasındaki İlişki, Selçuk Üniversitesi, Eğitim Bilimler Enstitüsü, y.y.t., Konya.
GÖMLEKSIZ Mehmet Nuri, DEMIRALP Demet. (2012). "Öğretmen Adaylarının Öz Düzenleyici Öğrenme Becerilerine İlişkin Görüşlerinin Çeşitli Değişkenler Açısından Değerlendirilmesi", Gaziantep Üniversitesi Sosyal Bilimler Dergisi, C.11, S.3, s. 777 -795.
GÜCÜBAİ Özge (2012). Öz-Düzenleme Becerisi ve Yapılandırmacı Düşünme: İlköğretim Öğrencileri Kapsamında Bir Yapısal Eşitlik Modelleme Çalışması, Eskişehir Osmangazi Üniversitesi, Eğitimi Bilimleri Enstitüsü, y.y.t., Eskişehir.
GÜRİİMİEK Işık (2002). "Öğretmen Adaylarında Öğrenmeye İlişkin Motivasyonel İnançlar Ve Strateji Kullanımı", Muğla Üniversitesi SBE Dergisi, 8.
GÜVENÇ Hülya ve AÇIKGÖZ Kamile Ün (2007). "İşbirlikli Öğrenme Ve Kavram Haritalamanın Öğrenme Stratejisi Kullanımı Üzerindeki Etkileri", Kuram ve Uygulamada Eğitim Bilimleri Dergisi, C.7, S.1, s. 117127.
GÜVENÇ Hülya (2011). "Çalışma Günlüklerinin 6. Sınıf Öğrencilerinin Öz Düzenlemeli Öğrenmeleri Üzerindeki Etkileri", Hacettepe Eğitim Fakültesi Dergisi, S. 41, 206-218.
HAİLAMAN Tülin ve AİKAR Petek (2007). "Programlama Dersi İle İlgili Öz-Düzenleyici Öğrenme Stratejileri Ve Başarı Arasındaki İlişkinin İncelenmesi", Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, S.32, s. 110-122.
HOOPER Daire, COUGHLAN Joseph, ve MULLEN Michael R. (2008). "Structural Equation Modelling: Guidelines For Determining Model Fit", Electronic Journal Of Business Research Methods, S: 6(1), s. 5360. (ET: 04.06.2010), http://www.ejbrm.com/vol6/v6- i1/Hooperetal.pdf.
HU Li-Tzw ve Peter M BENTLER (1995). "Evaluating Model Fit", Structural Equation Modeling: Concepts, Issues, and Applications, Ed.: Rick H. Hoyle, Newbury Park, CA: Sage, p. 76-99
ILGAZ Gökhan (2006). İlköğretim II. Kademe Öğrencilerinin Fen Bilgisi Dersine Yönelik Tutumları ve Kullandıkları Öğrenme Stratejileri, Trakya Üniversitesi Sosyal Bilimler Enstitüsü, y.y.t., Edirne.
İNAN Banu ve YÜKSEL Doğan (2010). "Self-Regulated Learning: How Is It Applied as a Part of Teacher Training Through Diary Studies?", Procedia Social and Behavioral Sciences, S. 3, s. 116120. İSRAEL Eli (2007). Öz-Düzenleme Eğitimi, Fen Başarısı ve Öz-Yeterlilik, Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, y.y.t., İzmir. JOO Young-Ju, BONG Mimi, ve CHOI Ha-Jeen. (2000). "Self-Efficacy for Self-Regulated Learning, Academic Self-Efficacy, and Internet Self-Efficacy in Web-Based Instruction", Educational Technology Research and Development, C. 48, S. 2, s. 517.
KADIOĞLU Cansel, UZUNTIRYAKI, Esen ve ÇAPA AYDIN Yeşim. (2011). "Development of Self-Regulatory Strategies Scale", Education and Science, C. 36, S.160, s. 11-23.
KARADENİZ İirin, BÜYÜKÖZTÜRK İener, AKGÜN Özcan Erkan, KILIÇ-ÇAKMAK Ebru ve DEMİREL Funda. (2008). The Turkish Adaptation Study of Motivated Strategies for Learning Questionnaire (MSLQ) For 1218 Year Old Children: Results of Confirmatory Factor Analysis. The Turkish Online Journal of Educational Technology, C.7, S.4, s. 108- 117, (ET: 04.06.2010), http://www.tojet.net/articles/v7i4/ 7412.pdf
KARASAR Niyazi (2006). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayın Dağıtım.
KAYAN FADLELMULA Fatma. (2011). A Structural Model on 7th Grade Students‟ Motivational Beliefs, Use of Self-Regulation Strategies, and Mathematics Achievement, Middle East Technical University, The Graduate School of Social Sciences, y.d.t., Ankara.
KILIÇ ÇAKMAK Ebru, AKGÜN Özcan Erkan, KARADENIZ İirin, BÜYÜKÖZTÜRK İener ve DEMIREL Funda (2008). "İlköğretim Ikinci Kademe ve Lise Öğrencilerinin Ders ve Sınıf Düzeylerine göre Öğrenme Stratejileri ve Güdülenme Düzeylerinin Belirlenmesi", Uluslararası İnsan Bilimleri Dergisi, C.5, S. 1, s. 1-27.
KISTNER Saskia, RAKOCZY Katrin, OTTO Barbara, DİGNATH-VAN EWIJK Charlotte, BÜTTNER Gerhard ve KLIEME Eckhard (2010). "Promotion of Self-Regulated Learning in Classrooms: Investigating Frequency, Quality, and Consequences for Student Performance", Metacognition and Learning, C. 5, S. 2, s. 157-171.
KITSANTAS Anastasia ve ZIMMERMAN Barry J. (2009). "College Students Homework and Academic Achievement: The Mediating Role of Self-Regulatory Beliefs", Metacognition and Learning, C. 4, S. 2, s. 15561623.
KLINE Rex B. (2005). Principles and Practice of Structural Equation Modeling, New York: Guilford Press.
LEUTWYLER Bruno (2009). "Metacognitive Learning Strategies: Differential Development Patterns in High School", Metacognition and Learning, C. 4, S. 2, s. 111123.
LIU Ou Lydia (2009). "Evaluation of a Learning Strategies Scale for Middle School Students", Journal of Psychoeducational Assessment, C. 27, S. 4, s. 312-321.
MANDACI İAHİN Seher (2010). "Sınıf Öğretmeni Adaylarının Matematik Öğretimi Derslerindeki Akademik Başarıları ile Öz Düzenleme Becerileri Arasındaki İlişki", e-Journal of New World Sciences Academy Education Sciences, C.5, S.3, s. 1370-1381.
MEECE Judith L., WIGFIELD Allan ve ECCLES Jacquelynne S. (1990). "Predictors of Math Anxiety and Its Influence on Young Adolescents Course Enrollment Intentions and Performance in Mathematics", Journal of Educational Psychology, C. 82, S. 1s, s. 6070.
MİLLİ EĞİTİM BAKANLIĞI (2006). İlköğretim Fen Ve Teknoloji Dersi (6, 7 Ve 8. Sınıflar) Öğretim Programı. MEB Talim ve Terbiye Kurulu Başkanlığı. Ankara
NIEMIVIRTA Markku (1997). "Gender Differences in Motivation-Cognitive Patterns of Self Regulated Learning", The Annual Meeting of the American Educational Research Association, 2428 March, Chicago, IL
ÖZDAMAR Kazım (2004). Paket Programlar ile İstatistiksel Veri Analizi-1, Eskişehir : Kaan Yayıncılık.
ÖZKAN İule (2008). Modeling Elementary Students‟ Science Achievement: The Interrelationships among Epistemological Beliefs, Learning Approaches, And Self-Regulated Learning Strategies, Middle East Technical University, The Graduate School of Social Science, y.y.t., Ankara.
ÖZTÜRK Barış, BULUT Safure ve KOÇ Yusuf. (2007). "Motivation and Self-Regulation in Mathematics", Academic Exchange Quarterly, C.11, S. 1, s.149-154.
PAJARES Frank (2002). "Gender and Perceived Self-Efficacy in Self-Regulated Learning", Theory Into Practice, C. 41, S. 2, s. 116-125.
PALLANT Julie (2003). SPSS Survival Manual, Berkshire: Open University Press.
PINTRICH Paul R. (1999). "The Role of Motivation in Promoting and Sustaining Self-Regulated Learning", International Journal of Educational Research, C. 31, S. 6, s. 459-470.
PINTRICH Paul R. (2005). "The Role of Goal Orientation in Self-Regulated Learning", "In M. Boekaerts, P. R. Pintrich And M. Zeidner (Eds.), Handbook Of Self-Regulation Handbook of Self-Regulation, Ed.: Monque Boekaerts, Paul R. Pintrich, Moshe Zeidner, San Diego, CA: Academic Press, p. 451-502.
PINTRICH Paul R., SMITH David A., GARCIA Teresa ve MCKEACHIE Wilbert J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: NCRIPTAL, School of Education, The University of Michigan.
POKAY Patricia, ve BLUMENFELD Phyllis C. (1990). "Predicting Achievement Early and Late in the Semester: The Role of Motivation and Use of Learning Strategies", Journal Of Educational Psychology, C. 82, S. 1, s. 41-50.
RAFFAELLI Marcela, CROCKET Lisa ve SHEN Yuh-Ling (2005). "Developmental Stability and Change in Self-Regulation from Childhood to Adolescence", Journal of Genetic Psychology, C. 166, S.1, s. 5475.
ROBISON Katherine Arnold (2002). Student Perceptions Of Middle School: Relation To Academic Motivation, Learning Strategies, And Academic Achievement In Science, The Graduate School Tulane University, y.d.t.
SAĞIRLI ÖZTURAN Meryem ve AZAPAĞASI Esra (2009). Üniversite Öğrencilerinin Öğrenmede Öz-Düzenlemeyi Öğrenme Becerilerinin İncelenmesi", Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, C. 42, S. 2, s. 129-161.
SAĞIRLI ÖZTURAN Meryem, ÇİLTAİ Alper, AZAPAĞASI Esra ve ZEHİR Kıymet (2010). "Yüksek Öğretimin Öz Düzenlemeyi Öğrenme Becerilerine Etkisi", Kastamonu Eğitim Dergisi, C. 18, S. 2, s. 587-596.
SARIER Yılmaz (2010). "Ortaöğretime Giriş Sınavları (OKS-SBS) ve PISA Sonuçları Işığında Eğitimde Fırsat Eşitliğinin Değerlendirilmesi", Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, C. 11, S. 3, s. 107-129.
SCHRAW Gregory, CRIPPEN Kent J. ve HARTLEY Kendall (2006). "Promoting Self-Regulation In Science Education: Metacognition As Part Of A Broader Perspective On Learning", Research in Science Education, C. 36, S.1-2, s. 111139.
SCHRAW Gregory ve DENNISON Rayne Sperling (1994). "Assessing Metacognitive Awareness", Contemporary Educational Psychology, C. 19, S. 4, s. 460475.
SCHUMACKER Randall E. ve LOMAX Richard G. (2004). A Beginners Guide to Structural Equation Modeling, Mahwah, NJ: Lawrence Erlbaum.
SENEMOĞLU Nuray (2004). Gelişim, Öğrenme ve Öğretim; Kuramdan Uygulama, Ankara: Gazi Kitapevi.
SHEKAR Aruna (2007). "Active Learning and Reflection in Product Development Engineering Education", European Journal of Engineering Education, C. 2, S. 32, s. 125133.
SINATRA Gale M ve TAASOOBSHIRAZI Gita (2011). "Intentional Conceptual Change: The Self-Regulation of Science Learning", Handbook of Self-Regulation of Learning and Performance, Ed.: Barry J. Zimmerman ve Dale Shunk, New York, NY: Routledge, s.203 216.
STAUDT Linda E. (1995). Self-Regulated Learning Strategies: Their Relation to Academic Performance and Self-Efficacy in Chemistry and English, Windsor University, y.d.t.
SUN Jun (2005). "Assessing Goodness of Fit In Confirmatory Factor Analysis", Measurement and Evaluation in Counseling and Development, C. 37, S.4, s. 240-256.
SUNGUR Semra (2004). An Implementation of Problem Based Learning in High School Biology Courses, Middle East Technical University The Graduate School of Social Sciences, y.d.t., Ankara
SUNGUR Semra ve GÜNGÖREN İahin. (2009). "The Role of Classroom Environment Perceptions in Self-Regulated Learning and Science Achievement", Elementary Education Online, C. 8, S. 3, s. 883900
SUNGUR Semra ve TEKKAYA Ceren. (2006). "Effects of Problem-Based Learning and Traditional Instruction on Self-Regulated Learning", The Journal of Educational Research, C.99, S.5, s. 307-320.
SÜMER Nebi (2000). "Yapısal Eşitlik Modelleri", Türk Psikoloji Yazıları, C.3, S.6, s.49-74.
TEKBIYIK Ahmet, CAMADAN Fatih ve GÜLAY Ahmet (2013). "Fen Ve Teknoloji Dersinde Akademik Başarının Yordayıcısı Olarak Öz Düzenleyici Öğrenme Stratejileri", Turkish Studies - International Periodical for The Languages, Literature and History of Turkish or Turkic, C. 8, S. 3, s: 567-582.
TEKİN Halil (1993). Eğitimde Ölçme ve Değerlendirme, Ankara: Yargı Yayınevi.
THOMAS Gregory P. (2003). "Conceptualisation, Development and Validation of An Instrument for Investigating the Metacognitive Orientation of Science Classroom Learning Environments: The Metacognitive Orientation Learning Environment Scale-Science (MOLES-S)", Learning Environments Research, C. 6, S. 2, s. 175-197.
TURAN Sevgi, DEMİREL Özcan ve SAYEL İskender (2009). "Metacognitive Awareness and Self-regulated Learning Skills of Medical Students in Different", Medical Curricula, Med Teac, S.31, s. 477483
ÜREDİ Işıl ve ÜREDİ Lütfi (2005). "İlköğretim Sekizinci Sınıf Öğrencilerinin Öz-Düzenleme Stratejileri ve Motivasyonel Inançlarının Matematik Başarısını Yordamadaki Gücü", Mersin Üniversitesi Eğitim Fakültesi Dergisi, C. 1, S. 2, s. 250-260.
VALLE Antonio, NÚÑEZ José Carlos, CABANACH Ramón G., GONZÁLEZ-PIENDA Julio Antonio, RODRÍGUEZ Susana., ROSÁRIO Pedro, CEREZO Rebeca ve MUÑOZ-CADAVID María A. (2008). "Self-Regulated Profiles and Academic Achievement", Psicothema, C. 20, S. 4, s. 724731.
WESTON Rebecca ve GORE Paul A. Jr. (2006). "A Brief Guide To Structural Equation Modeling", The Counseling Psychologist, C. 34, S. 5, s. 719-751.
WINNE Philip H. (2001). "Self-Regulated Learning Viewed from Models of Information Processing", Self-Regulated Learning and Academic Achievement: Theoretical Perspectives, Ed.: Barry J. Zimmerman ve Dale H. Schunk Mahwah, NJ: Lawrence Erlbaum, pp. 153-189
WOLTERS Christopher A. (1999). "The Relation between High School Students Motivational Regulation and Their Use of Learning Strategies, Effort, and Classroom Performance", Learning and Individual Differences, C. 11, S. 3, s. 218-299.
YAMAÇ Ahmet (2011). İlköğretim Beşinci Sınıf Öğrencilerinin Öz-Düzenleyici Öğrenme Stratejileri ile Matematiğe Yönelik Tutum ve Başarıları Arasındaki İlişkilerin İncelenmesi, Afyon Kocatepe Sosyal Bilimler Enstitüsü, y.y.t., Afyonkarahisar
YILDIZ Eylem, AKPINAR Ercan, TATAR Nilgün ve ERGİN Ömer (2009). "İlköğretim Öğrencileri Için Geliştirilen Biliş Üstü Ölçeğinin Açımlayıcı ve Doğrulayıcı Faktör Analizi", Kuram ve Uygulamada Eğitim Bilimleri, C. 9, S. 3, s. 1573-1604.
YUMUİAK Necmettin, SUNGUR Semra ve ÇAKIROĞLU Jale (2007). "Turkish High School Students Biology Achievement in Relation to Academic Self-Regulation", Educational Research and Evaluation, S: 13(1), s. 53-69.
ZEIDNER Moshe, BOEKAERTS Monique, ve PINTRICH Paul R. (2005). "Self-Regulation: Directions and Challenges for Future Research", Handbook of Self-Regulation, Ed.: Monique Boekaerts, Paul R. Pintrich and Moshe Zeidner, San Diego, CA: Academic Press, p. 749-768.
ZIMMERMAN Barry J. (1989). "A Social Cognitive View of Self-Regulated Academic Learning", Journal of Educational Psychology, C. 81, S. 3, s. 329-339.
ZIMMERMAN Barry J. (1990). "Self-Regulated Learning And Academic Achievement: An Overview", Educational Psychologist, C. 25, S. 1, s. 3-17.
ZIMMERMAN Barry J. (2005). "Attaining Self-Regulation: A Social Cognitive Perspective", Handbook of Self-Regulation, Ed.: Mosha Boekaerts, Paul R. Pintrich and Moshe Zeidner, San Diego, CA: Academic Press, p. 13-39.
ZIMMERMAN Barry J. ve MARTINEZ-PONS Manuel (1990). "Student Differences In Self-Regulated Learning: Relating Grade, Sex, And Giftedness To Self-Efficacy And Strategy Use", Journal Of Educational Psychology, C. 82, S. 1, s. 51-59.