Sosyal bilişsel kuram temelli grup psikoeğitim programının lise öğrencilerinin öz düzenleyici öğrenme becerilerine ve akademik başarılarına etkisi

Year 2024, Volume: 7 Issue: 2, 650 - 671, 30.11.2024

Aysun Müge Uzakgiden , Raşit Avcı

https://doi.org/10.33400/kuje.1526022

Abstract

Bu çalışmada, lise öğrencilerinin öz-düzenleyici öğrenme becerilerini geliştirmek için sosyal bilişsel kurama dayalı bir grup psikoeğitim programının tasarlanması ve bu programın öğrencilerin öz düzenleyici öğrenme becerileri ve akademik başarıları üzerindeki etkisinin incelenmesi amaçlanmıştır. Araştırma, deney ve kontrol gruplarının ön test, son test ve izleme testi sonuçlarının karşılaştırıldığı yarı deneysel desende tasarlanmış bir çalışmadır. Türkiye'de bir Anadolu Lisesinde öğrenim gören 32 gönüllü öğrenci, deney (n:16) ve kontrol (n:16) gruplarına seçkisiz yöntemle atanmıştır. Araştırma verileri, öğrencilerin kişisel bilgileri ve öz-düzenleyici öğrenme becerileri hakkında bilgi toplamak amacıyla Kişisel Bilgi Formu ve Öz-düzenleyici Öğrenme Becerileri Ölçeği kullanılarak elde edilmiştir. Çalışmada, deney grubundaki öğrencilere sekiz oturumluk bir psikoeğitim programı uygulanırken, kontrol grubundaki katılımcılara herhangi bir müdahale uygulanmamıştır. Psikoeğitim programı kapsamında, deney grubundaki öğrencilere haftada bir gün, 60 dakika süreli oturumlar gerçekleştirilmiştir. Psikoeğitim oturumlarının tamamlanmasının ardından son test yapılmış ve dört ay sonra her iki gruba da izleme testi uygulanmıştır. Araştırma verilerinin analizinde gruplar arası karşılaştırmayı sağlayan varyans analizi (Anova), kovaryans analizi (Ancova), ilişkili ve bağımsız örneklemler için t-testi kullanılmıştır. Çalışma sonucunda deney grubuna uygulanan grup psikoeğitim programının öğrencilerin öz-düzenleyici öğrenme becerilerini geliştirmede etkili olduğu ve bu etkinin izleme testinde de devam ettiği bulunmuştur. Ayrıca psikoeğitim programının öğrencilerin akademik başarılarını artırmada da olumlu etkileri olduğu tespit edilmiştir. Sonuçlar sosyal bilişsel kuram temelli grup psikoeğitim programının lise öğrencilerinin öz düzenleme becerilerini geliştirmede ve akademik başarılarını arttırmada kullanılabileceğini göstermektedir.

Keywords

Öz düzenleme, öğrenme, psikoeğitim, akademik başarı

The effect of social cognitive theory based group psychoeducation program on the self-regulated learning skills and academic achievement of high school students

Abstract

In this study, it was aimed to design a group psychoeducation program based on social cognitive theory to improve the self-regulated learning skills of high school students and to examine the effect of this program on the students' self-regulated learning skills and academic achievement. This research is a quasi-experimental study in which the pre-test, post-test and follow-up test results of the experimental and control groups are compared. A total of 32 volunteer students from an Anatolian High School in Turkey were randomly assigned to the experimental (n:16) or control group (n:16). The research data were obtained with personal information form and Self-regulated Learning Skills Scale. In the study, participants in the experimental group were included in an eight session psychoeducation program, while the control group was not included in any program. A psychoeducational program was applied to the students in the experimental group, with sessions held once a week for 60 minutes. A posttest was conducted following the completion of the group sessions, and a follow-up test was administered four months later to both groups. Analysis of variance (Anova), analysis of covariance (Ancova), t-test for related and independent samples were used to analyse the study data. As a result of the study, it was found that the group psychoeducation programme applied to the experimental group was effective in developing students' self-regulatory learning skills and this effect continued in the follow-up test. It was also found to be effective in increasing academic achievement. The results reveal that a group psychoeducation program based on social cognitive theory can be used to develop high school students' self-regulation skills and increase their academic success.

Keywords

Self-regulation, learning, academic achievement, psychoeducation.

Ethical Statement

Research Ethics In the entire process from the planning to implementation of this research, from the collection of data to the analysis of the data, all the rules specified in the "Higher Education Institutions Scientific Research and Publication Ethics Directive" were followed. None of the actions specified in the second section of the directive, "Actions Contrary to Scientific Research and Publication Ethics", were carried out. Scientific, ethical and citation rules were followed during the writing process of this study; no falsification was made on the collected data and this study was not sent to any other academic publication environment for evaluation. Necessary ethical approvals for data collection and program implementation were obtained from the Muğla Provincial Directorate of National Education (permit number: E-70004082-604.02-47144247) and the Muğla Sıtkı Koçman University Social and Human Sciences Ethics Committee (protocol number: 220056, decision number: 42). Also Participants were asked to sign the informed consent form. Ethics committee permission information Name of the committee that conducted the ethical evaluation: Muğla Sıtkı Koçman University Social and Human Sciences Research and Publication Ethics Committee Date of ethical evaluation decision: 06.04.2022 Ethics evaluation document number: 220056, decision number: 42

References

• Ainley, M,. & Patrick, L. (2006). Measuring self-regulated learning processes through tracking patterns of student interaction with achievement activities. Education Psychology Review, 18, 267–286. https://psycnet.apa.org/doi/10.1007/s10648-006-9018-z
• Aktan, S. (2012). Relationship between the academic success, self-regulating learning skills, and motivations of 5th grade students and teaching styles of teachers (Tez No. 311843) [Doctoral Thesis, Balıkesir University]. YÖK National Thesis Center.
• Arsal, Z. (2009).The impact of self-regulation on mathematics achievements and attitudes of elementary school students. Education and Science, 24, (152), 3-14.
• Ataş, I. (2009). The effect of self-regulated learning education strategies on the fourth grade primary students' perception of self-efficacy and success on maths lesson (Tez No. 278287) [Doctoral Thesis, Gazi University]. YÖK National Thesis Center.
• Aydın, S., & Demir Atalay, T. (2015). Self-regulated learning. Pegem Academy.
• Ayköse, N. (2019). The impact of educational guidance programme on academic self-regulation skills and on academic success of secondary school students (Tez No. 549049) [Doctoral Thesis, Ankara University]. YÖK National Thesis Center.
• Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96(3), 523-535.https://doi.org/10.1037/0022-0663.96.3.523
• Balcı, A. (1995). Research methods, techniques and principles in social sciences. Pegem Academy.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
• Bandura, A. (1999). Social Cognitive Theory: An agentic perspective. Asian Journal of Social Psychology, 2, 21-41.
• Bembenutty, H., & Zimmerman, B. J. (2003). Relationship of motivational beliefs and self-regulatory processes to home work completion and academic achievement. Journal of Instructional Psychology, 54(2), 235-260.
• Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1(2), 100–112.
• Büyüköztürk, Ş. (2002). Handbook of data analysis for the social sciences (2nd ed.). Pegem-A Publishing.
• Cabı, E., & Yalın, H. İ. (2017). Effects of self-regulated based blended learning on academic achievement of pre-service teachers. Ahi Evran University Kırşehir Faculty of Education Journal, 18(2), 273-290.
• Camahalan, F. M. G. (2006). Effects of self-regulated learning on mathematics achievement of selected Southeast Asian children. Journal of Instructional Psychology, 33(3), 194–205.
• Cazan, A. (2014). Self-regulated learning and academic achievement in the context of online learning environments. The 10th International Scientific Conference eLearning and Software for Education Bucharest, 3, 90-95.
• Cohen, J. (1992). Statistical power analysis. Current Directions in Psychological Science, 1(3), 98- 101.
• Çiltaş, A. (2011). A study on the importance of self-regulation teaching in education. Mehmet Akif Ersoy University Social Sciences Institute Journal, 3(5), 1-11.
• Çivitçi, A. (2018). Group psychoeducation. Pegem Academy.
• Çokçalışkan, H. (2019). The effect of self-regulation based science teaching on primary school fourth-grade students' self-regulated learning skills, scientific processing skills and achievement (Tez No. 550733) [Doctoral Thesis, Marmara University]. YÖK National Thesis Center.
• Darcy, E., Sarette, S., Boghigian, A., & Marley, M. (2017). How early experiences in a kindergarten classroom shape the development of self-regulation skills of children. Journal of the American Academy of Special Education Professionals, Spr-Sum, 15-27.
• Dikbaş, Y., & Hasırcı, O. (2008).The effects of teaching and using of learning strategies on achievement, retention and attitude of the students. Journal of Kırsehir Education Faculty (JKEF), 9(2), 69–76.
• Dünyagüzeli, E. (2019). A mixed method study on self-regulated learning strategies based intervention to improve the self-efficacy beliefs of the 9th grade Turkish EFL students (Tez No. 585485) [Master's Thesis, Çukurova University]. YÖK National Thesis Center.
• Eryılmaz, A., & Mammadov, M. (2017). Development of a self-regulatory learning measurement on the model of Zimmerman. The Journal of International Education Science, 4(10), 79-93.
• 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
• Gömleksiz, M. N., & Demiralp D. (2012). An assessment of prospective teachers’ views toward their self-regulated learning skills in terms of several variables. Gaziantep University Journal of Social Sciences, 11(3), 777 -795.
• Gülay, A. (2012). Effect of self-regulated learning on 5th grade students' academic achievement and scientific process skills (Tez No. 314818) [Master's Thesis, Recep Tayip Erdoğan University]. YÖK National Thesis
• Gümrümkçü Bilgici, B. (2021). The effect of self-regulation education program on children's self-regulation and learning skills (Tez No. 673911) [Doctoral Thesis, Gazi University]. YÖK National Thesis Center.
• Gündüz, A. (2020). Investigation of the effect of self-regulation education program on pre-school children's self-regulation skills and interactive peer plays (Tez No. 643539) [Doctoral Thesis, Gazi University]. YÖK National Thesis Center.
• Güngör, A. (2017). Understanding positive psychology in education. Turkish Journal of Educational Sciences, 15(2), 154-166.
• Haşlaman, T., & Aşkar, P. (2007). Investigating the relationship between self-regulated learning strategies and achievement in programming course. Hacettepe University Faculty of Education Journal, 32, 110–122.
• Jayawardana, C., Hewagamage, K. P., & Hirakawa, M. (2001). Personalization tools for active learning in digital libraries. The Journal of Academic Media Librarianship, 8(11).
• İlhan-Beyaztaş, D., & Göçer-Şahin, S. (2018). Investigation of the predictive power of academic achievement, learning approaches and self-regulatory learning skills on university entrance exam scores using path analysis. World Journal of Education, 8(2), 114-126.
• Jenkins, J. S. (2009). The effects of explicit self-regulated learning strategy instruction on mathematics achievement. The University of North Carolina, Charlotte.
• Kılıç, K. M., & Beyazıt, U. (2019). The moderating effect of self-regulation on the relationship between metacognition and academic motivation. Turkish Studies Educational Sciences, 14(4), 1465-1481. http://dx.doi.org/10.29228/TurkishStudies.22968
• Kolovelonis, A.,Goudas, M., Hassandra, M., & Dermitzaki, I. (2012). Self-regulated learning in physical education: Examining the effects of emulative and self-control practice. Psychology of Sport and Exercise, 13(4), 383-389. https://doi.org/10.1016/j.psychsport.2012.01.005
• Lucangeli, D., & Cornoldi, C. (1997). Mathematics and metacognition: What is the nature of the relationship? Mathematical Cognition, 2, 121–139. http://10.1080/135467997387443
• Lunenberg, M., & Volman, M. (1999). Active learning: Views and actions of students and teachers in basic education. Teaching and Teacher Education, 15(4), 431-445. https://doi.org/10.1016/S0742-051X(98)00044-4
• Müldür, M. (2017). The effect of self-regulated writing insruction on middle school students' informative writing skills, self-regulated writing skills, and self-efficacy perception (Tez No. 461461) [Doctoral Thesis, Gazi University]. YÖK National Thesis Center.
• 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
• OECD (2018). PISA 2018 results. Retrieved from https://www.oecd.org/pisa/publications/pisa-2018-results.htma on 22.07.2022.
• OECD (2022). PISA 2022 results. Retrieved from https://www.oecd.org/publication/pisa-2022-results/ on 24.01.2024.
• Önemli, M., & Yöndem, Z. D. (2012). The effect of psychoeducational group training on self-regulation on students' motivational strategies and academic achievement. Educational Sciences in Theory and Practice, 12 (1), 59-73.
• ÖSYM (2022). 2022 Yks Numerical Data. Retrieved from https://dokuman.osym.gov.tr/pdfdokuman/2022/YKS/sayisalbilgiler18072022.pdf.
• ÖSYM (2023). 2023 Yks Numerical Data. Retrieved from https://cdn.osym.gov.tr/pdfdokuman/2023/YKS/sayisalbilgiler20072023.pdf.
• Öz, E. (2020). The effect of self-regulated learning on lifelong learning and critical thinking tendencies (Tez No. 609016) [Doctoral Thesis, Gazi University]. YÖK National Thesis Center.
• Özen, Ö. E. (2016). Analysis of the relationship between the self-regulation skills and text anxiety of senior high school students (Tez No. 443523) [Master’s Thesis, Çanakkale Onsekiz Mart University]. YÖK National Thesis Center.
• Perels, F., Gürtler, T., & Schmitz, B. (2005). Training of self-regulatory and problem-solving competence. Learning and Instruction, 15, 123-139. https://doi.org/10.1016/j.learninstruc.2005.04.010
• Pintrich, P. R., & De Groot, E. (1990). Motivational and self regulated learning components of classroom academic performans. Journal of Educational Psychology, 82 (1), 33–50.
• Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self regulated learning. International Journal of Educational Research, 31, 459–470. http://10.1016/S0883-0355(99)00015-4
• Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544–555. https://doi.org/10.1037/0022-0663.92.3.544
• Raffaelli, M., Crockett, L. J., & Shen, Y. (2005). Developmental stability and change in self-regulation from childhood to adolescence. Journal of Genetic Psychology, 166(1), 54-76. https://doi.org/10.3200/GNTP.166.1.54-76
• Rosário, P., Núñez, J. C., Trigo, L., Guimarães, C., Fernández, E., Cerezo, R., & Figueiredo, M. (2015). Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique, Chile, Portugal, and Spain. Higher Education Research and Development, 34(1), 173-187.https://doi.org/10.1080/07294360.2014.935932
• Rowe, F., & Rafferty J. (2013). Instructional design interventions for supporting self-regulated learning: Enhancing academic outcomes in post secondary e-Learning environments. MERLOT Journal of Online Learning and Teaching, 9(4), 590–601.
• Schmitz, B., &Wiese, B. S. (2005). New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyzes of diary data. Contemporary Educational Psychology, 31(1), 64-96. https://doi.org/10.1016/j.cedpsych.2005.02.002
• Turan, S. (2009). The relationships between attitudes to problem-based learning, learning skills and achievement (Tez No. 257046) [Doctoral Thesis, Hacettepe University]. YÖK National Thesis Center.
• Türkmen, H. (2004). A scale development study of self-efficacy on self-regulated learning (Tez No. 145987) [Master's Thesis, Çukurova University]. YÖK National Thesis Center.
• Uysal, M. (2021). Development of learning analytics dashboards that supports self-regulated learning in the online learning environment (Tez No. 692060) [Doctoral Thesis, Sakarya University]. YÖK National Thesis Center.
• Üredi, I., & Üredi, L. (2005). The predictive power of self-regulation strategies and motivational beliefs on mathematics achievement of primary school 8th grade students. Mersin University Journal of the Faculty of Education, 1(2), 250–260.
• Wolters, C. A. (1999). The relation between high school students’ motivational regulation and their use of learning strategies, effort, and classroom performance. International Journal of Educational Research, 30, 760-784. https://doi.org/10.1016/S1041-6080(99)80004-1
• Zat Çiftçi, Z. (2018). Investigation the effectiveness of EMDR focused intervention program for increasing self regulated learning on self regulation and trauma symptoms of university students with traumatic experiences related to academic life (Tez No. 531045) [Doctoral Thesis, Eskişehir Osmangazi University]. YÖK National Thesis Center.
• Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17.
• Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Schunk, & B.J. Zimmerman, (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp.3-21). Lawrence Erlbaum Associates.
• Zimmerman, B. J. (2002). Becoming a self-regulated learner. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
• 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., & Martinez-Pons, M. (1986). Development of a structural interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628. http://www.jstor.org/stable/1163093
• Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284-290. https://doi.org/10.1037/0022-0663.80.3.284
• Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self regulated learning: Relating grade, sex, and giftedness to self efficacay and strategy use. Journal of Educational Psychology, 82(1), 51–59.https://doi.org/10.1037/0022-0663.82.1.51