ÖZ-DÜZENLEMELİ ÖĞRENME MODELLERİNE KARŞILAŞTIRMALI BİR BAKIŞ

Öğrencilerin öğrenme sürecinde, dikkatini toplama, zamanı etkili ve verimli kullanma, kendine güven duyma, bilgi birimleri arasında ilişki kurma, kendi öğrenme hedefleri ile stratejilerini belirleme, kendi öğrenme hedeflerine ulaşma ve öğrenmelerini organize etme yeteneği kazanma becerileri öz-düzenleme ile yakından ilgilidir. Başarının ve akademik performansın en önemli belirleyici olduğu düşünülen kavramlardan biri olan öz-düzenleme kavramı, pek çok kuramsal bakış açısıyla tanımlanmış ve modellendirilmiştir. Bu çalışma ile bireylerin yaşam boyu öğrenmeleri açısından son derece önemli olan özdüzenleme kavramının tanımları, modellerin özellikleri, modellerin temel aldığı teoriler karşılaştırmalı bir bakış açısı ile ele alınarak, benzerlik ve farklılıklarının belirlenmesi amaçlanmıştır. Literatürde farklı öz-düzenleme Geliştirilen Bu modellerden, Zimmerman'ın öz-düzenlemeye dayalı öğrenme modeli, Pintrich'in öz-düzenlemeye dayalı öğrenme modeli, Winne' nın öz-düzenleme modeli, Borkowski'nin süreç odaklı bilişsel modeli, Boekearts'in uyarlanabilir öğrenme modeli ve Kanfer'ın üç aşamalı öz-düzenleme modeli, temel alınarak incelenmiş, benzerlik ve farklılıkları belirlenmiştir. Sonuç olarak, Zimmerman, Pintrich, Kanfer ve Boekaerts modelleri öz-düzenlemeyi amaç odaklı döngüsel bir süreç olarak tanımlarken, Borkowski ve Winne'nin modellerinde ise öz-düzenleme, öğrenme için gerekli olan bilişsel taktikler ve stratejilerin seçimini ve kullanımını ifade eden üstbilişsel süreç olarak tanımlanmaktadır. Ayrıca modellerin, öz-düzenlemeli öğrenme aşamalarında farklılıkların olduğu, ancak bireyin aktif katılımı, kendi öğrenmelerini gözleme ve değerlendirme aşamalarının benzer olduğu görülmüştür

A COMPARATIVE APPROACH TO SELF-REGULATED LEARNING MODELS

Students’ abilities to concentrate, to use the time efficiently, to believe in themselves, to correlate between information units, to formulate self-learning objectives and strategies, to reach self-learning objectives and organizational ability are closely related to selfregulation. Self-regulation which is thought as the most important determiner for success and academic achievement is defined and modelled with a lot of theoretical perspective. The purpose of this study is to determine similarities and differences of the definitions on selfregulation, which is extremely important for people in lifelong learning, the theories that models are based on, and the qualities of the models by examining all of them with a comparative approach. Different self-regulation models have been developed in literature. Of all these developed models, Zimmerman’s self-regulated learning theory, Pintrich’s self-regulated learning strategies, Winne’s selfregulation model, Borkowski’s process oriented model of metacognition, Boekearts’s model of adaptable learning and Kanfer’s three-stage model of self-regulation were investigated and identified the similarities and the differences. As a result, while Zimmerman, Pintrich, Kanfer and Boekaerts identify self-regulation as metacognitive process which implies the choice and usage of cognitive tactics and strategies which are necessary for learning. Moreover, it was concluded that models have differences in self-regulated learning stages; however, the stages of active participation, and observing and evaluating self-learning have similarities

PDF

___

ARSALl, Z. (2009). The impact of self-regulation instruction on mathematics achievements and attitudes of elementary school students. International journal of environmental & science education, 5(1), 85–103
BANDURA, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
BEISTHUIZEN, J. (2008). Does a community of learners foster self-regulated learning? Technology, Pedagogy and Education, 17(3), 183–193.
BEMBENUTTY, H.(2007). "Self-Regulation of Learning and Academic Delay of Gratification: Gender and Ethnic Differences Among College Students", Journal of Advanced Academics, 18 (4), 586-616.
BEMBENUTTY, H.(2011). Introduction: Self-Regulation of Learning in Postsecondary Education, New Directions for Teaching and Learning, n126 p3-8 Sum 2011. DOI: 10.1002/tl.439.
BOEKAERTS, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Pyschologist, 1(2), 100-112.
BOEKAERTS, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 11–186.
BOEKEERTS, M., PİNTRİCH, P. R. & ZEİDNER, M. (2000). Handbook of self regulation. Sen Diego: Academic Pres. USA.
BOEKAERTS, M. & NİEMİVİRTA, M. (2005). Self-regulated learning: finding a balance between learning goals and ego-protective goals. İçinde M. Boekarters, P.R. Pintrich ve M. Zeidner (Ed), (2005, sf: 417-450). Handbook of Self Regulation, San Diego: Academic Press.
BODROVA, E. & LEONG, D. (2005). Self regulation: a foundation for early learning, pricipal, 85(1), pp. 30-35.
BONO, K., E. & BIZRI, R. (2014). The Role of Language and Private Speech in Preschoolers' Self-Regulation. Early Child Development and Care, v184 n5 p658-670. DOI:10.1080/03004430.2013.813846.
BORKOWSKİ, J. G. (1992). Metacognitive theory: A framework for teaching literacy, writing and math skills, Journal of Learning Disabilities, 25(4). 253-257.
BORKOWSKİ, J., G. (1996). Metacognition: theory or chapter heading? Learning and Individual Differences, 8, 391–402.
CHENG, E. C. K. (2011). The role of self-regulated learning in enhancing learning performance. The International Journal of Research and Review, 6(1), 1–16.
CLEARLY, T. J. & ZİMMERMAN, B. J. (2004). Self-Regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the School, 41 (5), 537-551 . DERRY, S. J. & MURPHY, D. A. (1986). Designing systems that train learning ability: from theory to practice. Review of Educational Research, 56(1), 1–39.
GÜVENÇ, H. (2011). Yansıtma materyalleriyle desteklenen işbirlikli öğrenmenin Türkçe öğretmenin adaylarının öz-düzenlemeli öğrenmelerine etkileri. Eğitim ve Bilim, 36(159), 3–13.
KANFER, F. H. (1970). Self-regulation: research, ıssues, and speculation. In C. Neuringer and J. L. Michael (Eds.), Behavior Modification in Clinical Psychology (pp. 178- 220). New York: Appleton-Century-Crofts.
KAUFFMAN, D. F. (2004). Self-regulated learning in web-based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing and motivational beliefs. Journal of Educational Computing Research, 30,139–161.
KİNGİR, S., TAŞ, Y., GÖK, G. & VURAL, S. S. (2013). Relationships among Constructivist Learning Environment Perceptions, Motivational Beliefs, Self-Regulation and Science Achievement. Research in Science & Technological Education, v31 n3 p205-226. DOI:10.1080/02635143.2013.825594.
KURMAN, J.(2004). Gender, self-enhancement, and self-regulation of learning behaviors in junior high school, sex roles: A Journal of Research, 50(9–10), 725–735.
MARTİN, J. (2004). Self-regulated learning, social cognitive theory, and agency. Educational Psychologist, 39(3), 135-145.
MILLER, W. J. (2000). Exploring the source of self-regulated learning: The influence of internal and external comparisons. Journal of Instructional Psychology, 27, 47–52.
PASTERNAK, D., P. & David, W. (2010); “The Role of Parenting in Children’s Self-Regulated Learning,” Educational Research Review, 5, s. 220-242.
PİNTRİCH, P. R. (2000). The roal of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich ve M. Zeidner (Eds.), Handbook of Self-Regulation: Theory, Research and Applications (ss. 452–502) İçinde, San Diego, CA: Academic Pres.
PUUSTİNEN, M & PULKİNEN, L. (2001). Models of self regulated learning: a review. Scandinavian Journal of Educational Research, 45(3).
RİSEMBERG, R., & ZİMMERMAN, B.J. (1992). Self-regulated learning in gifted students. Roeper Review, 15, 98–101.
SCHUNK, D. (1990). Goal setting and self efficacy during self regulated learning. Educational Psychologist, 25 (1), 71–86.
SCHUNK, D.H., & ERTMER, P.A. (2000). Self-regulation and academic learning: Selfefficacy enhancing interventions. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631–650). San Diego, CA: Academic Press.
SCHUNK, D. H. (2009). Öğrenme teorileri, eğitimsel bir bakışla (çev. M. Şahin). Ankara: Nobel Yayın Dağıtım.
SCHUNK, D. H. (2001). Social cognitive theory and self-regulated learning. In B.J. Zimmerman & D.H. Schunk, (Eds). Self-regulated learning and academic achievement (2nd edition). Mahwah, NJ: Lawrence Erlbaum.
WİNNE, P.H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173–187. WİNNE, P. H. (1996). A metacognitive view of individual differences in self-regulated learning. Learning and Individual Differences, 8 (4), 327- 353.
ZİMMERMAN, B. J. & Martinez-Pons. M. (1990). Student differences in self regulated learning: relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Education Psychology. 1(82), 51–59.
ZİMMERMAN, B. J., BONNER S. & KOVACH, R. (1996). Developing self-regulated learners, beyond achievement to self-efficacy. Washington: American Psychological Association.
ZİMMERMAN, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D. H. Schunk & B. J. Zimmerman (eds.), Selfregulated learning: from teaching to self-reflective practice (ss. 1–20) İçinde, New York, NY: The Guilford press.
ZİMMERMAN, B. J. (2000). Attaining Self-Regulation: A Social Cognitive Perspective. Boekaerts, M., Pintrich, P. R., Zeidner, M. (Ed.) Handbook of Self- Regulation (s. 13–39). Academic Press: California.
ZİMMERMAN, B., J.,(2001). "Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis", (ed. Barry J. Zimmerman and Dale H. Schunk), SelfRegulated Learning and Academic Achievement Theoretical Perspectives, Lawrence Erlbaum Associates, USA.
ZİMMERMAN, B. J. (2002). Developing self-regulated learners beyond achievement to selfefficacy, Washington: American Psychological Association.
ZİMMERMAN, B. J. & SCHUNK, D. H. (2004). Self-regulating intellectual processes and outcomes: A social cognitive perspective. İn D.Y. Dai and R.J. Sternberg (Eds), Motivation, emotion and cognition: Integrative perspectives on intellectual functioning and development (ss. 323–350) İçinde, Mahwah, NJ: Erlbaum.