Öğretmen Adaylarının Öz Yeterlik Algıları ve Öz Düzenleyici Öğrenme Becerileri Arasındaki İlişkinin İncelenmesi

Yıl 2023, Cilt: 21 Sayı: 3, 1360 - 1383, 29.12.2023

Yalçın Dilekli Şenol Orakcı Burak Ayçiçek

https://doi.org/10.37217/tebd.1313393

Öz

Çalışmanın amacı, öğretmen adaylarının öz yeterlik algılarına ve öz düzenleyici öğrenme becerilerine ilişkin görüşlerinin cinsiyet ve sınıf seviyesi değişkenleri açısından incelenmesidir. Bu araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma evrenini, 2022–2023 akademik yılı bahar döneminde eğitim fakültelerinde öğrenim gören öğretmen adayları oluşturmaktadır. Araştırmanın örneklemini ise amaçlı örnekleme yöntemi ile seçilen İç Anadolu Bölgesi’nde yer alan üç üniversitenin eğitim fakültelerinde öğrenim gören 323 katılımcı oluşturmaktadır. Araştırmada, “Öğretmen Öz yeterlik Ölçeği” ve “Öz düzenleyici Öğrenme Becerileri Ölçeği” kullanılmıştır. Verilerin analizinde tek yönlü çok değişkenli varyans analizi (MANOVA) ve Pearson korelasyon katsayısı kullanılmıştır. Araştırmada öğretmen adaylarının öz yeterlik algılarının ve öz düzenleyici öğrenme becerilerinin orta düzeyde olduğu bulunmuştur. Araştırmada öğretmen adaylarının öz yeterlik algıları ve öz düzenleyici öğrenme becerileri cinsiyet açısından anlamlı bir farklılık göstermezken; sınıf düzeylerine göre anlamlı bir farklılık belirlenmiştir. Araştırmada öğretmen adaylarının öz yeterlik algıları ile öz düzenleyici öğrenme becerileri arasında pozitif bir ilişki bulunmuştur.

Anahtar Kelimeler

Öz-yeterlik, Öz-düzenleyici öğrenme becerileri, Öğretmen adayları, Türkiye

Investigation of the Relationship Between Pre-Service Teachers' Self-Efficacy Perceptions and Self-Regulatory Learning Skills

Öz

The study aims to examine the views of pre-service teachers regarding their self-efficacy perceptions and self-regulatory learning skills in terms of gender and grade level variables. In this study, relational survey model, one of the quantitative research methods, was used. The population of the study consists of pre-service teachers studying in faculties of education in the spring semester of 2022-2023 academic year. The sample of the study consists of 323 participants studying in the faculties of education of three universities located in the Central Anatolia Region, selected by purposeful sampling method. In the study, “Teacher Self-Efficacy Scale” and “Self-Regulatory Learning Skills Scale” were used. One-way multivariate analysis of variance (MANOVA) and Pearson correlation coefficient were used to analyze the data. In the study, it was found that pre-service teachers' self-efficacy perceptions and self-regulatory learning skills were at a moderate level. In the study, while self-efficacy perceptions and self-regulatory learning skills of pre-service teachers did not show a significant difference in terms of gender, a significant difference was determined according to their grade levels. In the study, a positive relationship was found between pre-service teachers' self-efficacy perceptions and self-regulatory learning skills.

Anahtar Kelimeler

Self-efficacy, Self-regulatory learning skills, Pre-service teachers, Türkiye

Kaynakça

• Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamaları. İstanbul: İdeal Kültür Yayıncılık.
• Aktan, S. & Tezci, E. (2013). Matematikte öz düzenleyici öğrenme stratejileri ölçeğinin geçerlik ve güvenirlik çalışması. Education Sciences, 8(1), 46-62. https://dergipark.org.tr/en/pub/nwsaedu/issue/19813/211915 sayfasından erişilmiştir.
• Alafgani, M. & Purwandari, E. (2019). Self-efficacy, academic motivation, self-regulated learning and academic achievement. Jurnal Psikologi Pendidikan Dan Konseling: Jurnal Kajian Psikologi Pendidikan Dan Bimbingan Konseling, 5(2), 104-111. https://doi.org/10.26858/jppk.v5i2.10930
• Alegre, A. (2014). Academic self-efficacy, self-regulated learning and academic performance in first-year university students. Propósitos y Representaciones, 2(1), 79-120. http://dx.doi.org/10.20511/pyr2014.v2n1.54
• Alemdağ, C., Erman, Ö. & Yılmaz, A. K. (2014). Beden eğitimi öğretmeni adaylarının akademik motivasyon ve akademik öz-yeterlikleri. Spor Bilimleri Dergisi, 25(1), 23-35. https://dergipark.org.tr/tr/download/article-file/151188 sayfasından erişilmiştir.
• Allinder, R. M. (1995). An examination of the relationship between teacher efficacy and curriculum-based measurement and student achievement. Remedial and Special Education, 27, 141–152. https://doi.org/10.1177/074193259501600408
• Ashton, P. T. & Webb, R. B. (1986). Making a difference: Teachers' sense of efficacy and student achievement. New York: Longman.
• Aybek, B. & Aslan, S. (2017). Öğretmen adaylarının özdüzenleme düzeylerinin çeşitli değişkenler açısından incelenmesi. Journal of Theory and Practice in Education, 13(3), 455-470. https://doi.org/10.17244/eku.331938
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
• Bandura, A., Barbaranelli, C., Caprara, G. V. & Pastorelli, C. (1996). Multifaceted impact of selfefficacy beliefs on academic functioning. Child Development, 67, 1206-1222. https://doi.org/10.2307/1131888
• Bandura, A., Barbaranelli, C., Caprara, G. V. & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72, 187-206. https://www.jstor.org/stable/1132479 sayfasından erişilmiştir.
• Bandura, A., Caprara, G. V., Barbaranelli, C., Gerbino, M. & Pastorelli, C. (2003). Role of affective selfregulatory efficacy in diverse spheres of psychosocial functioning. Child Development, 74, 769-782. https://www.jstor.org/stable/3696228 sayfasından erişilmiştir.
• Başer, E. H. & Demir, S. (2022). Investigation of the relationship of self-efficacy, self-regulation and metacognitive awareness with academic performance through artificial neural networks. Academy Journal of Educational Sciences, 6(2), 85-96. http://dx.doi.org/10.31805/acjes.1170903
• Bong, M. (2001). Role of self-efficacy and task-value in predicting college students’ course performance and future enrollment intentions. Contemporary Educational Psychology, 26, 553-570. https://doi.org/10.1006/ceps.2000.1048
• Bradley, R. L., Browne, B. L. & Kelley, H. M. (2017). Examining the influence of self-efficacy and self-regulation in online learning. College Student Journal, 51(4), 518-530. https://eric.ed.gov/?id=EJ1162424 sayfasından erişilmiştir.
• Bray-Clark, N. & Bates, R. (2003). Self-efficacy beliefs and teacher effectiveness: Implications for Professional development. The Professional Educator, 26(1), 13-22. https://files.eric.ed.gov/fulltext/EJ842387.pdf sayfasından erişilmiştir.
• Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi: Ankara.
• Can, A. (2016). SPSS ile bilimsel araştırma sürecinde nicel veri analizi (4. b.). Ankara: Pegem Akademi
• Cera, R., Mancini, M. & Antonietti, A. (2013). Relationships between metacognition, self-efficacy and self-regulation in learning. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 4(7), 115-141. https://doi.org/10.7358/ecps-2013-007-cera
• Cho, Y. J. & Kim, M. S. (2019). Achievement goal pursuit during the transition from middle school to high school: Its antecedents and consequences from a self-determination perspective. Educational Psychology, 39(8), 984–1004. https://doi.org/10.1080/01443410.2019.1600663
• Çapa, Y., Çakıroğlu, J. & Sarıkaya, H. (2005). The development and validation of a Turkish version of teachers’ sense of efficacy scale. Education and Science, 30(137), 74-81. https://doi.org/10.21891/jeseh.486787
• Çelik, N. & Gündoğdu, K. (2020). Matematik öğretmen adaylarının öz düzenleme ve öz yeterlik algılarının incelenmesi. Uluslararası Bilim ve Eğitim Dergisi, 3(2), 101-118. https://doi.org/10.47477/ubed.781499
• Çimenli, B. & Hırçın-Çoban, M. (2019). Self-efficacy beliefs and self-regulated learning strategies of prep school students and their relation with language proficiency levels. Bartın University Journal of Faculty of Education, 8(3), 1072-1087. https://doi.org/10.14686/buefad.603454
• Dağyar, M. & Şahin, H (2020). Eğitim fakültesi öğrencilerinin öz düzenleme öğrenme stratejilerinin ve akademik başarılarının öz yeterlik inançlarını yordama gücü. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 396-414. https://doi.org/10.17240/aibuefd.2020.20.52925-596157
• Degago, A. & Kaino, L. (2015). Towards student-centred conceptions of teaching: the case of four Ethiopian universities. Teaching in Higher Education, 20, 493–505. https://doi.org/10.1080/13562517.2015.1020779
• Demirören, M., Turan, S. & Taşdelen-Teker, G. (2020). Determinants of self-regulated learning skills: the roles of tutors and students. Advances in Physiology Education, 44(1), 93-98. https://doi.org/10.1152/advan.00121.2019
• Dilekli, Y. (2019). Ekinliklerle düşünme öğretimi. Ankara: Pegem Yayıncılık.
• Dilekli, Y. & Tezci, E. (2016). The relationship among teachers’ classroom practices for teaching thinking skills, teachers’ self-efficacy towards teaching thinking skills and teachers’ teaching styles. Thinking Skills and Creativity, 21, 144-151. https://doi.org/10.1016/j.tsc.2016.06.001
• Donche, V. & Van Petegem, P. (2011). Teacher educators' conceptions of learning to teach and related teaching strategies. Research Papers in Education, 26(2), 207-222. https://doi.org/10.1080/02671522.2011.561979
• Doo, M. Y., Bonk, C. J. & Heo, H. (2023). Examinations of the relationships between self-efficacy, self-regulation, teaching, cognitive presences, and learning engagement during COVID-19. Educational Technology Research and Development, 71, 481–504. https://doi.org/10.1007/s11423-023-10187-3
• Eshel, Y. & Kohavi, R. (2003). Perceived classroom control, self-regulated learning strategies, and academic achievement. Educational Psychology, 23(3), 249–260. https://doi.org/10.1080/0144341032000060093
• Gallego-Arrufat, M. J. & Gutiérrez-Santiuste, E. (2015). Perception of democracy in computer-mediated communication: participation, responsibility, collaboration, and reflection. Teaching in Higher Education, 20(1), 92-106. https://doi.org/10.1080/13562517.2014.957270
• Gan, Z., Yan, Z. & An, Z. (2022). Development and validation of an EFL speaking self-efficacy scale in the self-regulated learning context. Journal of Asia TEFL, 19(1), 35-49. http://dx.doi.org/10.18823/asiatefl.2022.19.1.3.35
• Gaskill, P. J. & Hoy, A. W. (2002). Self-efficacy and self-regulated learning: The dynamic duo in school performance. J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education içinde (s. 185–208). San Francisco: Academic Press. https://doi.org/10.1016/B978-012064455-1/50012-9
• Gerbino, M. (2020). Self‐efficacy. B. J. Carducci, C. S. Nave, A. D. Fabio, D. H. Saklofske & C. Stough (Ed.), The wiley encyclopedia of personality and ındividual differences içinde (s. 378-391). New Jersey: ‎ John Wiley & Sons Inc. https://doi.org/10.1002/9781118970843.ch243
• Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Pittsburgh, PA: Alliance Publishers.
• Güneş, H. (2023). Self-regulated learning skills of pre-service English language teachers. European Journal of Education Studies, 10(2), 113-122. http://dx.doi.org/10.46827/ejes.v10i2.4661
• Hertel, S. & Karlen, Y. (2021). Implicit theories of self‐regulated learning: Interplay with students’ achievement goals, learning strategies, and metacognition. British Journal of Educational Psychology, 91(3), 972–996. https://doi.org/10.1111/bjep.12402
• Ho, R. (2013). Handbook of univariate and multivariate data analysis with IBM SPSS (2. b.). Boca Raton, New York: Chapman and Hall/CRC.
• Karagöz, S. & Rüzgar, M. E. (2020). The observations of student teachers in regard to professional qualifications of advisor teachers during teaching practicum. International Journal of Educational Research Review, 5(2), 141-150. https://doi.org/10.24331/ijere.691323
• Karasar, N. (2012). Bilimsel araştırma yöntemi. Ankara: Nobel Yayıncılık.
• 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(1-2), 139–161. https://doi.org/10.2190/AX2D-Y9VM-V7PX-0TAD
• Kaya, N. T. (2021). Öğretmen adaylarının hayat boyu öğrenme eğilimleri ile öz-düzenlemeli öğrenme inançları ve öz-yönetimli öğrenmeye hazırbulunuşlukları arasındaki ilişkinin incelenmesi. (Yüksek Lisans Tezi). http://tez.yok.gov.tr sayfasından erişilmiştir.
• Kiremit, H. (2006). Fen bilgisi öğretmenliği öğrencilerinin biyoloji ile ilgili öz-yeterlik inançlarının karşılaştırılması. (Doktora Tezi). http://tez.yok.gov.tr sayfasından erişilmiştir.
• Korkut, K. & Babaoğlan, E. (2012). Sınıf öğretmenlerinin öz yeterlik inançları. Int. Journal of Management Economics and Business, 8(16), 269-281. https://dergipark.org.tr/en/download/article-file/1144050 sayfasından erişilmiştir.
• Kramarski, B. A. & Kohen, Z. (2017). Promoting teacher candidates' dual self-regulation roles as learnings and as teachers: Effects of generic vs. specific prompts. Metacognition and Learning, 12(2), 157-191. https://doi.org/10.1007/s11409-016-9164-8
• Lazarides, R. & Warner, L. M. (2020). Teacher self-efficacy. G. W. Noblit (Ed.), Oxford research encyclopedia of education içinde (s. 1-22). Oxford: Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.890
• Lee, D., Allen, M., Cheng, L., Watson, S. & Watson, W. (2021). Exploring relationships between self-efficacy and self-regulated learning strategies of English language learners in a college setting. Journal of International Students, 11(3), 567-585. https://files.eric.ed.gov/fulltext/EJ1314136.pdf sayfasından erişilmiştir.
• Lee, J., Bong, M. & Kim, S. (2014). Interaction between task values and self-efficacy on maladaptive achievement strategy use. Educational Psychology, 34(5), 538–560. https://doi.org/10.1080/01443410.2014.895296
• Li, S. & Zheng, J. (2018). The relationship between self-efficacy and self-regulated learning in one-to-one computing environment: The mediated role of task values. The Asia-Pacific Education Researcher, 27, 455–463. https://doi.org/10.1007/s40299-018-0405-2
• Lombaerts, K., De Backer, F., Engels, N., van Braak, J. & Athanasou, J. (2009). Development of the Self-Regulated Learning Teacher Belief Scale. European Journal of Psychology of Education, 24(1), 79–96. https://doi.org/10.1007/BF03173476
• Nota, L., Soresi, S. & Zimmerman. B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 41(3), 198-215. https://doi.org/10.1016/j.ijer.2005.07.001
• Oğuz, A. (2012). Sınıf öğretmeni adaylarının akademik öz yeterlik inançları. Anadolu Journal of Educational Sciences International, 2(2), 15-28. https://dergipark.org.tr/en/pub/ajesi/issue/1527/18740 sayfasından erişilmiştir.
• Orakcı, Ş. & Durnalı, M. (2023). The mediating effects of metacognition and creative thinking on the relationship between teachers' autonomy support and teachers' self‐efficacy. Psychology in the Schools, 60, 162–181. https://doi.org/10.1002/pits.22770
• Orakcı, Ş., Yüreğilli-Göksu, D. & Karagöz, S. (2023). A mixed methods study of the teachers’ self-efficacy views and their ability to improve self-efficacy beliefs during teaching. Frontiers in Psychology, 13, 1035829. https://doi.org/10.3389/fpsyg.2022.1035829
• Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41, 116-225. http://dx.doi.org/10.1207/s15430421tip4102_8
• Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. D. H. Schunk & B. J. Zimmerman (Ed.), Motivation and self-regulated learning: Theory, research, and applications içinde (s. 111–139). Mahwah, NJ: Lawrence Erlbaum Associates.
• Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. London: McGraw-Hill, Open University Press. https://doi.org/10.4324/9781003117452
• Perry, N. E., Hutchinson, L. & Thauberger, C. (2008). Talking about teaching self-regulated learning: Scaffolding student teachers’ development and use of practices that promote self-regulated learning. International Journal of Educational Research, 47, 97–108. https://doi.org/10.1016/j.ijer.2007.11.010
• Pressley, T. & Ha, C. (2022). Teacher exhaustion during COVID-19: Exploring the role of administrators, self-efficacy, and anxiety. The Teacher Educator, 57(1), 61–78. https://doi.org/10.1080/08878730.2021.1995094
• Pintrich, P. R. & De Groot, E. V. (1990). Motivational and self-regulated learning component of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
• Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470. https://doi.org/10.1016/S0883-0355(99)00015-4
• Pintrich, P. R. (2000). The role of goal orientation in self regulated learning. M. Boekaerts, P. R. Pintrich & M. Zeidner (Ed.), Handbook of self-regulation içinde (s. 451-502). San Diego: Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3
• Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65. https://doi.org/10.2307/1495395
• Schneider, M. & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review and meta-analysis. Psychological Bulletin, 143(6), 565–600. https://doi.org/10.1037/bul0000098
• Schunk, D. H. & Ertmer, P. A. (2000). Self-regulation and academic learning. M. Boekaerts, P. R. Pintrich & M. Zeidner (Ed.), Handbook of self-regulation içinde (s. 631–649). San Diego, CA: Academic Press.
• Sharp, C. (2002). Study support and the development of self-regulated learner. Educational Research, 44(1), 29-42. https://doi.org/10.1080/00131880110107333
• Shulman, L. S. & Shulman, J. H. (2004). How and what teachers learn: A shifting perspective. Journal of Curriculum Studies, 36, 257-271. https://doi.org/10.1080/0022027032000148298
• Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics (6. b.). Boston, MA: Pearson.
• Taghavi, M., Salmani, F. & Norozi, E. (2022). Effect of educational intervention based on self-efficacy theory and self-regulatory strategies on physical activity of prehypertensive individuals. Health Technology Assessment in Action, 5(3), 1-8. https://doi.org/10.18502/htaa.v5i3.9343 Talsma, K., Schuz, B., Schwarzer, R. & Norris, K. (2018). I believe, therefore I achieve (and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance. Learning and Individual Differences, 61, 136–150. https://doi.org/10.1016/j.lindif.2017.11.015
• Teng, L. S. (2021). Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing. Language Teaching Research, online first. https://doi.org/10.1177/13621688211006881
• Tezel-Şahin, F. (2015). Beden eğitimi ve spor yüksekokulunda öğrenim gören öğrencilerin öz düzenleme yeterliliklerinin incelenmesi. International Journal of Sport Culture and Science, 3(2), 425-438. https://doi.org/10.14486/IJSCS406
• Toussi, M. T. M., Boori, A. A. & Ghanizadeh, A. (2011). The role of EFL teachers' self-regulation in effective teaching. World Journal of Education, 1(2), 39-48. http://dx.doi.org/10.5430/wje.v1n2p39
• Tschannen-Moran, M. & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
• Tschannen-Moran, M., Hoy, A. W. & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202
• Turan, S. (2009). Probleme dayalı öğrenmeye ilişkin tutumlar: öğrenme becerileri ve başarı arasındaki ilişkiler. (Doktora Tezi). http://tez.yok.gov.tr sayfasından erişilmiştir.
• Uğraş, M. (2018). Yedinci sınıf öğrencilerinin motivasyon ile öz yeterlik inançlarının fen bilimleri dersindeki başarılarıyla ilişkisinin incelenmesi. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(16), 495-508. https://doi.org/10.29029/busbed.453792
• Ulfatun, T., Septiyanti, F. & Lesmana, A.G. (2021). University students’ online learning self-efficacy and self-regulated learning during the COVID-19 Pandemic. International Journal of Information and Education Technology, 11(12), 597-602. https://doi.org/10.18178/ijiet.2021.11.12.1570
• Usher, E. L. & Pajares, F. (2008). Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement, 68, 443-463. http://dx.doi.org/10.1177/0013164407308475
• Vermunt, J. D. (2005). Relations between student learning patterns and personal and contextual factors and academic performance. Higher Education, 49, 205-234. http://dx.doi.org/10.1007/s10734-004-6664-2
• Vrieling-Teunter, E., Stijnen, S. & Bastiaens, T. (2021). Promoting student teachers’ self-regulated learning in the workplace. Vocations and Learning, 14, 223–242. https://doi.org/10.1007/s12186-021-09264-6
• Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), 49–78. https://doi.org/10.1007/BF02209024
• Winne, P. H. (2018). Cognition and metacognition within self-regulated learning. D. H. Schunk & J. A. Greene (Ed.), Handbook of self-regulation of learning and performance içinde (s. 36–48). New York, NY: Routledge. https://doi.org/10.4324/9781315697048-3
• Yılmaz, R. (2016). Knowledge sharing behaviors in e-learning community: Exploring the role of academic self-efficacy and sense of community. Computers in Human Behavior, 63, 373-382. https://www.sciencedirect.com/science/article/pii/S074756321630382X sayfasından erişilmiştir.
• Yusuf, M. (2011). The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students' academic achievement. Procedia Social and Behavioral Sciences, 15, 2623-2626. https://doi.org/10.1016/j.sbspro.2011.04.158
• Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. M. Boekaerts, P. R. Pintrich & M. Zeidner (Ed.), Handbook of self-regulation içinde (s. 13-39). San Diego, CA: Academic Press. http://dx.doi.org/10.1016/B978-012109890-2/50031-7
• Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/000283120731290
• Zimmerman, B. J. & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845-862. https://doi.org/10.2307/1163397
• Zimmerman, B. J. & Cleary, T. J. (2006). Adolescents’ development of personal agency. F. Pajares & T. Urdan (Ed.), Adolescence and education içinde (s. 45-69). Greenwich, CT: Information Age.
• Zimmerman, B. J., Bandura, A. & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676. https://doi.org/10.3102/0002831202900366