TY  - JOUR
T1  - A Bibliometric Analysis of Research on Self-Regulated Learning: From the Beginning To 2021
TT  - Öz-düzenlemeli Öğrenme Üzerine Yapılan Araştırmaların Bibliyometrik Analizi: Başlangıçtan 2021’e
AU  - Çobanoğlu, Rahime
AU  - Büyükkıdık, Serap
AU  - Yurttaş Kumlu, Gülfem Dilek
PY  - 2023
DA  - July
DO  - 10.30831/akukeg.1225513
JF  - Journal of Theoretical Educational Sciences
PB  - Afyon Kocatepe University
WT  - DergiPark
SN  - 1308-1659
SP  - 700
EP  - 726
VL  - 16
IS  - 3
LA  - en
AB  - The present study explores the self-regulated learning (SRL) research published in English or Turkish language journals included in the Web of Science database from the beginning to 2021 via bibliometric analysis. The 2197 articles that met the eligibility criteria were included in the study. The results reveal that the research on SRL has been carried out mostly by scholars from the USA and has gained increased attention since the 2000s. The three most influential scholars of self-regulated research are Chia-Wen Tsai, Philip H. Winne, and Roger Azevedo; however, the two top documents by local citations belong to Barry J. Zimmerman (2008) and Paul R. Pintrich (2004) in the study. The analyzed studies cited the Journal of Educational Psychology and Contemporary Educational Psychology most. The results reveal that motivation, metacognition, self-efficacy, and learning strategies are the keywords that most frequently occur and co-occur in the analyzed studies along with SRL. The trend topics of SRL research have been learning analytics, flipped classrooms, and MOOCs since 2018.
KW  - bibliometric analysis
KW  - learning
KW  - self-regulated learning (SRL)
KW  - Web of Science database.
KW  - bibliyometrik analiz
KW  - öğrenme
KW  - öz-düzenlemeli öğrenme (ÖDÖ)
KW  - Web of Science veri tabanı.
N2  - Bu çalışma, başlangıçtan 2021 yılına kadar Web of Science veri tabanında yer alan İngilizce veya Türkçe dergilerde yayınlanan öz-düzenlemeli öğrenme araştırmalarını bibliyometrik analiz yoluyla incelemektedir. Uygunluk kriterlerini karşılayan 2197 makale çalışmaya dahil edilmiştir. Sonuçlar, araştırmaların çoğunlukla ABD’li akademisyenler tarafından yürütüldüğünü ve öz-düzenlemeli öğrenmenin 2000’li yıllardan bu yana eğitim araştırmalarında artan bir ilgi gördüğünü ortaya koymaktadır. Öz-düzenlemeli öğrenme araştırmaların en etkili üç akademisyeni Chia-Wen Tsai, Philip H. Winne ve Roger Azevedo olarak belirlenirken, yerel atıflara göre en etkili ilk iki doküman Barry J. Zimmerman (2008) ve Paul R. Pintrich’e (2004) aittir. İncelenen çalışmalar en çok Journal of Educational Psychology ve Contemporary Educational Psychology dergilerine atıfta bulunmuştur. Ayrıca, sonuçlar incelenen çalışmalarda öz-düzenlemeli öğrenme ile birlikte en sık geçen ve birlikte kullanılan anahtar kelimelerin motivasyon, üstbiliş, öz-yeterlik ve öğrenme stratejileri olduğunu göstermektedir. Öz-düzenlemeli öğrenme araştırmalarında 2018’den bu yana güncel konular öğrenme analitiği, ters yüz edilmiş sınıf ve MOOC olmuştur.
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UR  - https://doi.org/10.30831/akukeg.1225513
L1  - https://dergipark.org.tr/en/download/article-file/2857814
ER  -