Metacognitive Self-Regulation Scale: The reliability and validity study of the Turkish Form

Abstract

The aim of this study is to test the validity and reliability of the Turkish form of Inventory of Metacognitive Self Regulation (IMSR), developed by Howard, McGee, Shia and Hong (2000) for assessing students’ awareness of their metacognitive self regulation abilities on mathematical and science problem solving process. Confirmatory Factor Analysis was used to investigate the factor structure of the scale. It is understood that the model fits the five-factor structure of the original scale. According to t-test results difference in total scale scores between the upper 27% and the lower 27% group was significant. For reliability, test-retest correlation and Cronbach Alpha coefficients were calculated. Results showed that the Turkish form of IMSR is a reliable and valid tool for 12-14 years old students. 

Keywords

• Mathematical problem solving,self regulated learning,metacognitive self regulation

Problem Çözme Sürecinde Üstbilişsel Özdüzenleme Ölçeği (ÜÖÖ): Türkçe Formu İçin Geçerlik ve Güvenirlik Çalışması

Abstract

Bu çalışmanın amacı öğrencilerin matematik ve fen problemi çözme sürecindeki üst- bilişsel özdüzenleme becerilerine dair farkındalıklarına odaklanan bir ölçek oluşturmak için Howard, McGee, Shia ve Hong (2000) tarafından geliştirilen Üstbilişsel Özdüzenleme Ölçeği’nin (ÜÖÖ) Türkçe formunun 12-14 yaş grubu için geçerlik güvenirlik yönünden incelenmesidir. Ölçeğin faktör yapısı Doğrulayıcı Faktör Analizi tekniği ile incelenmiştir. Modelin, orijinal ölçeğin beş faktörlü yapısına uygun olduğu anlaşılmıştır. Ölçek toplam puanına göre belirlenen %27’lik alt-üst gruplardaki öğrencilerin toplam puanları arasında anlamlı fark olup olmadığı t-testi ile analiz edilmiş, anlamlı fark olduğu görülmüştür. Güve- nirlik için ise test-tekrar test korelasyon değeri ile Cronbach Alfa katsayısı hesaplanmıştır. Analiz sonuçları Üstbilişsel Özdüzenleme Ölçeği’nin (ÜÖÖ) Türkçe formunun 12-14 yaş grubundaki öğrenciler için geçerli ve güvenilir bir ölçme aracı olduğunu göstermiştir. 

Keywords

• üstbilişsel özdüzenleme,Matematik problemi çözme,özdüzenleyerek öğrenme,üstbilişsel özdüzenleme

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