ÖZ DÜZENLEMENİN ÜST-BİLİŞ VE AKADEMİK MOTİVASYON ARASINDAKİ İLİŞKİDE DÜZENLEYİCİ ETKİSİ

“Üst düzey bilişsel süreçler” kapsamında yer alan öz düzenleme ve üst-biliş kavramları öğrenme süreci bakımından büyük önem taşımaktadır. Belirli bir öğrenme görevine nasıl yaklaşılacağının planlanması, anlama becerisi, öğrenme motivasyonu ve bir görevin tamamlanması yönünde ilerlemenin değerlendirilmesi gibi faaliyetler üstbiliş tarafından yürütülmektedir. Bu nedenle üst-biliş, başarılı öğrenmede kritik bir role sahiptir. Bununla birlikte ergenlerin üst-biliş becerilerine sahip olmalarının akademik motivasyon için tek başına yeterli olmayabileceği, kendini kontrol edebilme becerisine sahip olmanın, ergenlerde üst-bilişin akademik motivasyon üzerindeki etkisini artırabileceği düşünülmektedir. Bu noktadan hareketle bu çalışmada, ergenlerin öz düzenlemelerinin üst-bilişleri ve akademik motivasyonları arasındaki ilişkide düzenleyici etkisinin incelenmesi amaçlanmıştır. Araştırma, tarama modeli niteliğinde betimsel bir çalışmadır. Çalışma grubu 2018-2019 eğitim-öğretim yılı bahar döneminde, Antalya ilinde bulunan Milli Eğitim Bakanlığı’na bağlı iki farklı ortaokula devam eden 345 ergenden oluşmuştur. Araştırmada “Kişisel Bilgi Formu”, “Öz Düzenleme Ölçeği”, “Çocuklar İçin Üst-Bilişsel Farkındalık Ölçeği B Formu” ve “Akademik Motivasyon Ölçeği” kullanılmıştır. Verilerin analizinde, NCSS 2007 ve AMOS programları kullanılmıştır. Araştırma sonucunda, öz düzenlemenin üst-biliş ile birlikte akademik motivasyon üzerinde etkili olduğu, ancak üst-biliş ve akademik motivasyon arasındaki ilişkide düzenleyici bir etkisinin olmadığı tespit edilmiş; öz düzenleme becerisinin yüksek olmasının, üst-bilişin akademik motivasyon üzerindeki etkisini artırmadığı ve ergenlerde akademik motivasyonun öz düzenlemeden ziyade üst-bilişten etkilendiği görülmüştür. Elde edilen sonuçlar literatür bağlamında tartışılmış ve önerilerde bulunulmuştur.

THE MODERATOR EFFECT OF SELF-REGULATION IN THE RELATIONSHIP BETWEEN METACOGNITION AND ACADEMIC MOTIVATION

The concepts of self-regulation and metacognitive as part of “higher order cognitive processes” are fundamentally important for learning processes. When it is considered that functions such as planning how to approach a learning duty, understanding skill, learning motivation and assessing the guidance for the completion of a specific duty are carried out by metacognition, it is evident that metacognition has a critical role in successful learning. It is also believed that an adolescent having metacognitive skills is not solely sufficient for academic motivation and having self-regulation skill would increase the impact of metacognition on academic motivation of teenagers.Within this concept in this study, it was aimed to examine the moderator effect of self-regulation in the relationship between the metacognition and academic motivation in adolescents. The research was planned as a descriptive screening model study. The study group consisted of 345 adolescents attending two seperate secondary schools in the province of Antalya, in the spring term of 2018-2019 academic year. ”Personal Information Form”, “SelfRegulation Scale”, “Metacognitive Awareness Inventory for Children-B Form” and “Academic Motivation Scale“ were administered in the study. NCSS 2007 and AMOS programs were used in the analysis of the collected data. As a result of study, it was found that self-regulation, together with with metacognition, was effective on academic motivation, but did not have a moderator effect on the relationship between metacognition and academic motivation. It is observed that high selfregulation ability does not increase the effect of metacognition on academic motivation and academic motivation in adolescents is influenced by metacognition rather than self-regulation. Suggestions were made in light of the findings.

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Turkish Studies - Educational Sciences-Cover
  • ISSN: 2667-5609
  • Yayın Aralığı: Yılda 6 Sayı
  • Başlangıç: 2006
  • Yayıncı: ASOS Eğitim Bilişim Danışmanlık Otomasyon Yayıncılık Reklam Sanayi ve Ticaret LTD ŞTİ