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Yaşam Stili Öz Düzenleyici Öğrenme Stratejilerini Şekillendirir mi?

Yıl 2016, Cilt: 16 Sayı: 65, 239 - 258, 15.10.2016

Öz

Problem Durumu: Bireylerin etkili bir yurttaş olmaları, iletişim
becerilerini geliştirmeleri ve yaşam boyu öğrenen bireyler olmaları kuşkusuz
onların hayata bakış açıları ile doğru orantılıdır. Bir eğitim sistemi
bireylerin hayata bakış açılarını olumlu yönde değiştirebildiği takdirde
onların istendik davranışları daha kolay bir şekilde edinmelerini sağlayabilir.
Çünkü bireylerin hayata bakış açısı onların alışkanlıklarını ve davranış
tarzlarını etkileyen önemli bir faktördür. Yaşam stilleri olarak adlandırılan
bu hayata bakış tarzının temel özelliklerinin belirlenmesi kuşkusuz bireylerin
davranış ve alışkanlıklarına nelerin yön verdiğinin anlaşılmasına önemli bir
katkı sağlayacaktır.

Araştırmanın Amacı: Öğretmen adaylarının yaşamlarında benimsedikleri
kontrol, mükemmeliyet, memnuniyet, beklenti ve benlik saygısı odaklı stiller
ile öz düzenleme becerileri arasındaki ilişkileri belirlemektir.

Araştırmanın Yöntemi: Araştırmaya eğitim fakültesinin farklı bölümlerinde
öğrenim gören son sınıf öğrencileri ile formasyon eğitimi alan yaşları 20 ile
35 arasında değişen toplam 716 öğretmen adayı katılmıştır. Bunlardan 482’si
bayan (% 67,3), 234’ü erkektir (% 32,7) (SD= .47).
Çalışmada öğretmen adayların yaşam stillerini belirlemek amacıyla, Kern
(1996) tarafından geliştirilmiş ve Türkçe uyarlaması Özpolat (2011) tarafından
yapılmış “Yaşam Stilleri Envanteri” kullanılmıştır. Öğretmen adayların öz
düzenleme becerilerini belirlemek için ise,

Pintrich, Smith, Garcia ve McKeachie (1991) tarafından geliştirilmiş olan MSLQ
ölçeği kullanılmıştır. Öz-düzenleyici Öğrenme Stratejileri Ölçeği öğrenme
stratejileri ve motivasyon olmak üzere iki ana kısımdan oluşmaktadır
(Boekaerts, 1999). Bu çalışmada ölçeğin bilişsel stratejiler kısmı
kullanılmıştır. Çalışmanın yapılacağı hedef kitle belirlendikten sonra
çalışmada kullanılan veri toplama araçları 800 kişilik öğretmen adayından
oluşan gruba uygulanmıştır. Bu uygulama sonucunda bazı katılımcıların veri
toplama araçlarını eksik veya yanlış doldurdukları gözlenmiştir. Bu tespitler
sonucunda toplam 716 öğretmen adayından elde edilen veriler ile istatistiksel
analiz yapılmıştır. Verilerin analizinde öğrencilerin yaşam stilleri ve öz
düzenleme becerilerinin belirlenmesinde betimsel analiz (ortalama ve standart
sapma) yapılmıştır. Yaşam stilleri ile öz düzenleme becerileri arasında ilişki
olup olmadığının belirlenmesinde korelasyon analizi ve yaşam stillerinden
hangilerinin öz düzenleme becerisini yordadığını belirlemek için çoklu doğrusal
regresyon analizi (stepwise method) yapılmıştır.

Araştırmanın Bulguları:
Öğrencilerin yaşam stili tercihleri ile öz-düzenleyici öğrenme stratejileri
arasındaki ilişkiyi belirlemek için korelasyon analizi yapılmıştır. Analiz
sonuçları, öz-düzenleyici öğrenme stratejileri ile kontrol odaklı (r=.165),
benlik sayısı odaklı (r=.219), beklenti odaklılık (r=.284), memnuniyet
odaklılık (r=.304) ve mükemmeliyetçi yaşam stilleri (r=.388) arasında pozitif
korelasyon belirlenmiştir. Buna göre Hipotezler H1-H5 desteklenmiştir. Başka
bir ifade ile kontrol odaklı, mükemmeliyetçi, memnuniyet odaklılık, benlik
saygısı odaklı ve beklenti odaklı yaşam stilleri yüksek olanların
öz-düzenleyici öğrenme stratejilerinin de yüksek olduğu belirlenmiştir. Yaşam
stillerinden hangilerinin öz-düzenleyici öğrenme stratejilerini yordadığını
belirlemek için aşamalı regresyon kullanılarak çoklu doğrusal regresyon analizi
yapılmıştır.
Aşamalı
regresyon analizi sonuçlarına göre öz-düzenleyici öğrenme stratejilerine 5
değişkenden mükemmeliyetçi (β=.264), memnuniyet (β=.208) ve beklenti (β=.178)
odaklı yaşam stili olmak üzere üçünün katkıda bulunduğu belirlenmiştir. Bu üç
değişken varyansın %22’sini yordadığı belirlenmiştir. Modelde en yüksek katkısı
olan değişkenin mükemmeliyetçi yaşam stili olduğu belirlenmiştir. Bağımsız
değişkenler ile bağımlı değişken arasında istatistiksel açıdan anlamlı ilişki
olduğu ancak bu ilişkinin orta düzeyde (R= .465) olduğu görülmektedir.









Araştırmanın Sonuçları ve Önerileri: Araştırma sonucunda, öğrencilerin öz-düzenleyici öğrenme
stratejileri ile mükemmeliyet, memnuniyet, beklenti, kontrol ve benlik saygısı
yaşam stilleri arasında pozitif ilişki olduğu belirlenmiştir. Öz düzenleyici
öğrenme stratejileri ile en yüksek pozitif ilişki mükemmeliyetçi yaşam stili,
en düşük pozitif ilişki ise kontrol odaklı yaşam stili arasındadır. Bağımlı
değişken olarak öz düzenleyici öğrenme stratejilerini, bu beş değişkenden
(mükemmeliyet, memnuniyet, beklenti, kontrol odaklı ve benlik saygısı yaşam
stili) hangisinin yordadığını belirlemek için yapılan çoklu doğrusal regresyon
analizi sonucunda modele en çok katkıda bulanan değişkenlerin sırasıyla
mükemmeliyetçi, memnuniyet ve beklenti odaklı yaşam stilinin olduğu
belirlenmiştir. Diğer iki değişkenin (benlik saygısı ve kontrol odaklı) ise bu
üç değişken üzerine öz düzenleyici öğrenme üzerine anlamlı bir katkıda
bulunmadığı belirlenmiştir.
Bunun nedeni ise benlik saygısı ve
kontrol odaklı yaşam sitillerinin diğer değişkenlerle linear bir pozitif ilişkiye
sahip olmasından kaynaklanmaktadır. Ancak, korelasyon analizi sonuçları bu
ilişkinin oto korelasyon oluşturacak düzeyde olmadığını göstermektedir.
Yapılan
araştırmanın sonuçlarına dayanarak yaşam stillerinin bireylerin öğrenme
stratejileri ile ilişkili olduğu bulunmuştur. Literatür incelendiğinde
ailelerin, çocuklarının yaşam stillerini şekillendirmede oldukça önemli bir
rolünün olduğu görülmüştür. Bundan dolayı ailelerin çocuklarının yaşam
stillerini şekillendirmede nelere dikkat etmeleri gerektiği ve anne ve babalara
bu konuda hangi görevlerin düştüğü konusunda bilgilerin verilmesinin önemli
olduğu düşünülmektedir. Bu bağlamda çocuk yetiştirme sürecinde anne-babalara
dönük verilecek eğitim programlarında yaşam stilleri konusuna ayrıca değinilmesinin
faydalı olacağı düşünülmektedir. Çocukların yaşam stillerini şekillendirmede
önemli görevlerden bir diğeri de öğretmenlere düşmektedir. Öğretmenlerin sınıf
içindeki davranışlarının öğrencilerin yaşam stillerini etkilediği ve bununda
bireylerin öğrenme stratejilerini şekillendirdiği söylenebilir. Dolayısı ile
öğretmenlerin bu konuda yeterli bilgi birikimine sahip olmaları önemlidir.
Öğretmenlerin yaşam stillerini geliştirici nitelikte davranışlar üzerine
odaklanmaları öğrencilerin öz düzenleme becerilerinin gelişmesine ve
beraberinde öğrencilerin akademik başarılarının da artmasına katkı sağladığı
düşünülmektedir. Bu bilgiden hareketle eğitim fakültesi ders programlarında yer
alan rehberlik dersi kapsamında yaşam stillerine yönelik çalışmalara ayrıca yer
verilmesi ve halen görevde olan öğretmenlerin bu konu üzerinde eğitim almaları
yararlı olabilir. Özellikle milli eğitim bakanlığı kurumlarda çalışan
öğretmenlere verilecek bu eğitimlerde okul rehberlik servislerine ve rehberlik
araştırma merkezlerine önemli sorumluluklar düşmektedir.

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Do Lifestyles Shape Self-Regulated Learning Strategies?

Yıl 2016, Cilt: 16 Sayı: 65, 239 - 258, 15.10.2016

Öz

Problem
Statement
:
Being a virtuous citizen, developing communication skills, and becoming a
life-long learner are directly proportionate to the individuals’ perspectives
on life. Provided that an education system is able to positively change the
individuals’ perspectives on life, it may allow individuals to acquire terminal
behaviors easier. This is due to the fact that an individual’s perspective on
life is a significant factor that has an effect on his or her habits and
behaviors. Determination of the main characteristics of this perspective on
life, referred as lifestyles will definitely make a significant contribution to
the understanding of which factors play a role in the behaviors and habits of
the individuals.

Purpose
of the Study
:
The objective of this paper is to determine
whether there is a correlation between the lifestyles adopted by individuals in
their social lives and the self-regulated learning skills they use during the
learning process.

Method: In this
paper, correlation research design was used and the data was gathered from a
total of 726 student teachers between the ages of 20 and 35, who were still in
their final year studying in various departments in the faculty of education or
those who receive pedagogical formation (teacher certificate program). Lifestyle
Inventory was used to determine the lifestyles of the student teachers and
Self-Regulated Learning Strategies Scale was used to determine the
self-regulated skills of the students in the study. Correlation analysis was
carried out to determine whether there was a correlation between the lifestyles
of the student teachers and their self-regulated learning strategies and
regression analysis was performed to determine which types of lifestyles were
the predictors of self-regulated learning strategies.

Findings:
The results of the study indicated that there was a positive correlation
between self-regulated learning strategies and perfection, appreciation,
expectation, control, and self-respect-oriented lifestyles of the students.
Perfection-oriented lifestyle had the highest level of positive correlation
whereas control-oriented lifestyle had the lowest level of positive correlation
with self-regulated learning strategies. The results of the multiple linear
regression analysis carried out to determine which lifestyles as a dependent
variable had significant contribution to self-regulated learning strategies
showed that the variables that made topmost contribution to the model were
perfection, appreciation, and expectation-oriented lifestyles, respectively.









Conclusion and Recommendations: The results of the study indicate
that lifestyles are associated with the learning strategies of the individuals.
A review of literature shows that families and teachers have a significant role
in shaping the lifestyles adopted by students. Consequently, it is considered
important that parents and teachers should be knowledgeable about the factors
influential in shaping the lifestyles of the students, and they should be
informed about their responsibilities in this respect. The role of lifestyles
should be emphasized to parents with regards to the process of raising
children, and it should also be included in curriculum for teacher education.
If expectation lifestyles students are educated at the school, they might use their
self regulated learning strategies more effectively. In this case, teaching and
learning process which includes many activities might be designed to improve
student academic achievement expectations. This study investigated the
relationship between lifestyles and self regulated learning strategies. On the
other hand, the investigation for the effects of the variables likes lifestyles
and motivation, well being, and self conception self regulated learning
strategies will contribute its nature.

Kaynakça

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Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Erdogan Tezcı Bu kişi benim

Fahri Sezer

Sumer Aktan

Ugur Gurgan

Yayımlanma Tarihi 15 Ekim 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 16 Sayı: 65

Kaynak Göster

APA Tezcı, E., Sezer, F., Aktan, S., Gurgan, U. (2016). Do Lifestyles Shape Self-Regulated Learning Strategies?. Eurasian Journal of Educational Research, 16(65), 239-258.
AMA Tezcı E, Sezer F, Aktan S, Gurgan U. Do Lifestyles Shape Self-Regulated Learning Strategies?. Eurasian Journal of Educational Research. Ekim 2016;16(65):239-258.
Chicago Tezcı, Erdogan, Fahri Sezer, Sumer Aktan, ve Ugur Gurgan. “Do Lifestyles Shape Self-Regulated Learning Strategies?”. Eurasian Journal of Educational Research 16, sy. 65 (Ekim 2016): 239-58.
EndNote Tezcı E, Sezer F, Aktan S, Gurgan U (01 Ekim 2016) Do Lifestyles Shape Self-Regulated Learning Strategies?. Eurasian Journal of Educational Research 16 65 239–258.
IEEE E. Tezcı, F. Sezer, S. Aktan, ve U. Gurgan, “Do Lifestyles Shape Self-Regulated Learning Strategies?”, Eurasian Journal of Educational Research, c. 16, sy. 65, ss. 239–258, 2016.
ISNAD Tezcı, Erdogan vd. “Do Lifestyles Shape Self-Regulated Learning Strategies?”. Eurasian Journal of Educational Research 16/65 (Ekim 2016), 239-258.
JAMA Tezcı E, Sezer F, Aktan S, Gurgan U. Do Lifestyles Shape Self-Regulated Learning Strategies?. Eurasian Journal of Educational Research. 2016;16:239–258.
MLA Tezcı, Erdogan vd. “Do Lifestyles Shape Self-Regulated Learning Strategies?”. Eurasian Journal of Educational Research, c. 16, sy. 65, 2016, ss. 239-58.
Vancouver Tezcı E, Sezer F, Aktan S, Gurgan U. Do Lifestyles Shape Self-Regulated Learning Strategies?. Eurasian Journal of Educational Research. 2016;16(65):239-58.