Prediction of students' strategies for doing science homework by parental support and students' goal orientation

The aim of this study is to examine how parents’ support for their children’s science homework and the goal orientation of students in science homework predict their deep learning and management strategies that students use when doing homework. For this purpose, among quantitative research approaches, correlational method was used in the study. The sample of the study consisted of 328 middle school students enrolling in public schools in Erzurum. As data gathering tools, the Parental Homework Support Scale, Homework Goal Orientation Scale and Homework Strategy use Scale were used. The results of the hierarchical regression analysis revealed that the content- and autonomy-oriented support of the parents were positive predictors of deep learning and management strategies. The mastery and performance goal orientation predicted the management strategy positively, whereas the workavoidance negatively predicted it. Among the goal orientations, it was seen that only the mastery goal orientation predicted the deep learning strategy and the relationship was in positive direction. The parental homework support and student’s goal orientation in homework explained 61.00% of the variance in the homework management strategy and 53.00% of the variance in the deep learning strategy.

Öğrencilerin fen bilimleri ödevlerinde kullandıkları stratejilerin aile desteği ve öğrencilerin hedef yönelimleri yardımıyla yordanması

Bu çalışmanın amacı, ailelerin fen bilimleri dersi ev ödevlerine sağladığı destek ve öğrencilerin fen bilimleri ödevlerindeki hedef yönelimlerinin, öğrencilerin ödev yaparken kullandıkları derinlemesine öğrenme ve yönetim stratejilerini nasıl yordadığını incelemektir. Bu amaç doğrultusunda, çalışmada nicel araştırma yaklaşımlarından korelasyonel yöntem kullanılmıştır. Çalışmanın örneklemini, Erzurum ilindeki devlet okullarında öğrenim görmekte olan 328 ortaokul öğrencisi oluşturmuştur. Veri toplama araçları olarak Ailenin Ev Ödevlerine Desteği Ölçeği, Ödev Hedef Yönelim Ölçeği ve Ödev Strateji Kullanımı Ölçeği kullanılmıştır. Yapılan hiyerarşik regresyon analizi sonuçları, ailenin içerik ve özerklik odaklı desteğinin, derinlemesine öğrenme ve yönetim stratejilerini pozitif yönde yordadığını göstermiştir. Ustalık ve performans hedef yönelimi, yönetim stratejisini pozitif yönde tahmin ederken, işten kaçınma ise negatif yönde tahmin etmektedir. Hedef yönelimleri arasından sadece ustalık hedef yöneliminin derinlemesine öğrenme stratejisini yordadığı görülmüştür ve ilişki pozitif yöndedir. Ailenin ödeve yönelik desteği ve öğrencinin ödevlerindeki hedef yönelimleri, ödev yönetimi stratejisindeki varyansın % 61.00’ini, derinlemesine öğrenme stratejisindeki varyansın ise % 53.00’ünü açıklamıştır.

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