EĞİTİMDE ÜSTBİLİŞSEL DÜZENLEME ENVANTERİ: ÖĞRENCİ VERSİYONU’NUN (EÜDE: ÖĞRENCİ-KENDİ FORMU) GELİŞTİRİLME ÇALIŞMASI

Abstract

Sayısız araştırma, öğrencilerin bir bilgiyi öğrenmeleri kadar bu bilgileri hakkında bilgilere sahip olmalarının ve bunları düzenlemelerinin, diğer bir ifadeyle üstbilişsel performanslarının, akademik başarılarında oldukça kritik bir öneme sahip olduğunu işaret etmektedir. 120K850 No.lu TÜBİTAK projesi kapsamında desteklenen bu çalışmada, standart bir öğretim bağlamındaki iki temel grubun (öğretmen ve öğrencilerin) üstbilişsel “hedef”, “izleme” ve “kontrol” süreçlerini kavramsallaştıran ve “eğitimde çok düzeyli üstbilişsel düzenleme modeli” olarak alan yazına sunulan modele uygun olarak “Eğitimde Üstbilişsel Düzenleme Envanteri (EÜDE): Öğrenci Versiyonu”nun geliştirilmesi amaçlanmıştır. Bu amaçla, mevcut ilişkili ölçeklerden yararlanılmış ve buna ek olarak araştırmacılar tarafından eklenmiş ölçek maddeleri, 24 ilden toplam 10190 5, 6 ve 7. sınıf öğrencisine tamamı çevrimiçi olarak üç aşamada uygulanmıştır. Oluşturulan 33 maddelik ölçek, ilk aşamada 6178 öğrenciye uygulanmıştır. Açımlayıcı faktör analizi (AFA) sonrasında 20 madde içeren ölçek, ikinci aşamada 2845 öğrenciye ve son aşamada AFA, madde ve test parametrelerine göre belirlenerek elde edilen 12 maddelik ölçek 1527 öğrenciye uygulanmıştır. Son aşamada elde edilen 12 maddelik nihai ölçek için doğrulayıcı faktör analizi (DFA) yapılmıştır. AFA ve DFA sonuçlarına göre, öğrencilerin üstbilişsel düzenleme yapısındaki üstbilişsel “hedef”, “izleme” ve “kontrol” alt boyutlarına ait maddeler belirlenebilmiştir. Güvenirlik analizi sonuçları da geliştirilen ölçeğin iç tutarlı olduğunu göstermiştir.

Keywords

• Üstbiliş
• Üstbilişsel Düzenleme
• Eğitim
• Öğrenci
• Envanter

THE STUDY OF DEVELOPING THE METACOGNITIVE REGULATION INVENTORY IN EDUCATION: STUDENT’S VERSION (MRIE: STUDENT-SELF)

Abstract

Numerous studies have indicated that just like how much they learn knowledge, students' knowledge and regulation of their knowledge, i.e., their metacognitive performance, is quite critical in their academic success. In this study, financed by TUBITAK project No. 120K850, we aimed to develop "Metacognitive Regulation Inventory in Education (MRIE): Student’s Version" by following the model suggested to the literature as "multi-layered metacognitive regulation model in education" that conceptualise metacognitive "goal", "monitoring", and "control" processes of the two main groups in a standard teaching context (i.e., teachers & students). For this purpose, the scale whose items were composed of the ones utilised in the related existing scales and of those added by the researchers were administered to 10190 5th, 6th, and 7th-graders from 24 provinces in three online applications. The 33-item scale was administered to 6178 students in the first stage. The 20-item scale obtained after an exploratory factor analysis (EFA) was administered to 2845 students in the second stage, and the 12-item scale obtained by analysing EFA, item and test parameters was administered to 1527 students in the last stage. Confirmatory factor analysis (CFA) was conducted in the latest stage for the final 12-item scale. The items of metacognitive "goal", "monitoring", and "control" sub-dimensions in the students’ metacognitive regulation construct could be identified according to EFA and CFA results. Reliability analysis results also showed the developed scale was internally consistent.

Keywords

• Metacognition
• Metacognitive Regulation
• Education
• Student
• Inventory

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