İLKOKUL 4. SINIF ÖĞRENCİLERİNİN FEN BİLİMLERİ DERSİNE YÖNELİK MOTİVASYONEL İNANÇLARI VE ÖZ-DÜZENLEME BECERİLERİ

Bu araştırmanın amacı, ilkokul 4. sınıf öğrencilerinin fen bilimleri dersine yönelik motivasyonel inançlarını ve öz-düzenleme becerilerini incelemektir. Bu amaç doğrultusunda cinsiyetin ilkokul dördüncü sınıf öğrencilerinin motivasyonel inançları ve öz-düzenleme becerileri üzerindeki etkisi, motivasyonel inançların ve öz-düzenleme becerilerinin fen bilimleri dersi akademik başarısını ne denli yordadığı ve öğrencilerin motivasyonel inançlarının öz-düzenleme becerilerini ne denli yordadığı araştırılmıştır. Çalışmanın örneklemini 442 dördüncü sınıf öğrencisi oluşturmaktadır. Araştırmada nicel araştırma yöntemlerinden tarama yöntemi, veri toplama aracı olarak ise Fen Dersine Yönelik Uyumsal Öğrenme Durumları Ölçeği kullanılmıştır. Bağımsız t-testi sonucunda cinsiyetin öğrencilerin motivasyonel inançları ve öz-düzenleme becerileri üzerinde anlamlı bir etkisinin olmadığı saptanmıştır. Doğrusal regresyon analizi sonucunda ise motivasyonel inançların alt boyutları olan öğrenme hedef yönelimi, görev değeri, öz-yeterlik inançları ile öz-düzenleme becerilerinin öğrenci başarısını anlamlı olarak yordadığı saptanmıştır. Ayrıca yine motivasyonel inançları alt boyutları olan öğrenme hedef yönelimi, görev değeri, öz-yeterlik inançlarının öz-düzenleme becerilerini anlamlı olarak yordadığı tespit edilmiştir.

Anahtar Kelimeler:

İlkokul, motivasyonel inançlar, öz-düzenleme becerileri

MOTIVATIONAL BELIEFS AND SELF-REGULATION SKILLS OF 4th GRADE STUDENTS IN SCIENCE

The aim of this study is to investigate motivational beliefs and self-regulation skills of 4th grade students in science. More specifically, the effect of gender on motivational beliefs and self-regulation skills, how motivational beliefs and self-regulation skills predict science achievement, and how motivational beliefs predict self-regulation skills were examined. Totally 442 4th grade students participated in the study. The method of the study is survey and the data were gathered with the Students’ Adaptive Learning Engagement in Science Questionnaire. The independent t-tests indicated that there was no significant difference between girls and boys in terms of their motivational beliefs and self-regulation skills. According to the linear regression analyses, 4th grade students’ motivational beliefs and self-regulation skills predicted achievement, as well as motivational beliefs predicted self-regulation skills significantly.

Keywords:

Primary school, motivational beliefs, self-regulation skills,

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