Bilişsel, Duygusal ve Davranışsal Öz Düzenleme Performanslarının Akademik Başarıya Etkisi: İlkokul İkinci Sınıf Öğrencileri Örneği

Abstract

Öz düzenlemenin boyutları olan bilişsel düzenleme, duygusal düzenleme ve davranışsal düzenlemenin akademik başarı üzerindeki etkisinin incelenmesi mevcut araştırmanın amacıdır. Köy ve şehir merkezinden seçilen 41 ilkokul ikinci sınıf öğrencisinin (yaş x̄= 8±,45, n= 19 kız, 22 erkek) dahil edildiği araştırmada katılımcıların bilişsel, duygusal ve davranışsal öz düzenleme performansları ölçülmüş ve ölçümlerin akademik başarı ile ilişkileri analiz edilmiştir. Bulgular, davranışsal düzenleme performansının diğer düzenleme performansları ve akademik başarıyla ilişkili olmadığını (r= -,06 - ,06, p> ,05), bilişsel düzenlemenin (r= ,75, p< ,01), duygusal düzenlemenin (r= ,59, p< ,01) akademik başarıyla anlamlı ilişkilere sahip olduğunu göstermektedir. Yapılan regresyon analizine göre bilişsel düzenleme akademik başarıdaki varyansın %57’sini, duygusal düzenleme ise akademik başarıdaki varyansın %7’sini açıklamaktadır. Ortalamalar cinsiyete ve yaşa göre karşılaştırıldığında ise kızların bilişsel düzenleme performanslarının (x̄= 281,05±90,93) erkeklerinkinden (x̄= 207,64±101,95) yüksek olduğu sonucuna ulaşılmıştır (F= ,63, t= 2,42). Diğer ortalamalara bakıldığında duygusal düzenleme performansının ve akademik başarının cinsiyete ve yaşa göre anlamlı düzeyde farklılaşmadığı sonucuna ulaşılmıştır. Bulgular, literatür kapsamında tartışılmış, davranış düzenleme performansının diğer düzenleme alanları ve akademik başarıyla ilişkili olmaması, her ne kadar performans ölçümü de olsa katılımcı sayısının görece az olması mevcut çalışmanın sınırlılıkları olarak değerlendirilmektedir. Bu nedenle sonraki çalışmalar için davranış düzenleme performansını geçerli şekilde ölçen bir etkinlik geliştirilmesi ve mevcut çalışmanın daha fazla katılımcı üzerinde tekrarlanması önerilmektedir.

Keywords

• Bilişsel Duygusal Davranışsal Düzenleme
• Öz Düzenleme
• Akademik Başarı

The Effect of Cognitive, Emotional and Behavioral Self-Regulation Performances on Academic Achievement: The Case of Elementary School Second Grade Students

Abstract

The purpose of the present study is to examine the effect of cognitive regulation, emotional regulation, and behavioral regulation, which are the dimensions of self-regulation, on academic achievement. Forty-one second grade elementary school students (age x̄= 8±,45, n= 19 girls, 22 boys) selected from rural and urban centers were included in the study in which participants' cognitive, emotional, and behavioral self-regulation performances were measured and their relationships with academic achievement were analyzed. The results showed that behavioral regulation performance was not related to other regulation performance and academic achievement (r= -,06 - ,06, p> ,05), while cognitive regulation (r= ,75, p< ,01) and emotional regulation (r= ,59, p< ,01) had significant relationships with academic achievement. According to the regression analysis, cognitive regulation explains 57% of the variance in academic achievement and emotional regulation explains 7% of the variance in academic achievement. When the means were compared by gender and age, it was found that the cognitive regulation performance of girls (x̄ = 281,05±90,93) was higher than that of boys (x̄= 207,64±101,95) (F= ,63, t= 2,42). Considering the other means, it was concluded that emotional regulation performance and academic achievement did not differ significantly according to gender and age. The results were discussed in the context of the literature, and the fact that behavioral regulation performance is not related to other regulation domains and academic achievement, and the relatively small number of participants, although it is a performance measure, are considered as limitations of the current study. Therefore, it is recommended to develop an activity that validly measures behavioral regulation performance for future studies and to replicate the current study with more participants.

Keywords

• Cognitive Emotional Behavioural Regulation
• Self-Regulation
• Academic Achievement

References

1. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
2. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
3. Berk, L.E. (2013). Çocuk gelişimi. (A. Dönmez, Çev.). Bekir Onur (Ed.). Ankara: İmge.
4. Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1(2), 100. https://doi.org/10.1027/1016-9040.1.2.100
5. Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161-186. https://doi.org/10.1016/S0959- 4752(96)00015-1
6. Borkowski, J. G. (1996). Metacognition: Theory or chapter heading? Learning and Individual Differences, 8(4), 391-402. https://doi.org/10.1016/S1041-6080(96)90025-4
7. Bronson, M. B. (2000). Self-regulation in early childhood: nature and nurture. New York: Guilford.
8. Chang, F., & Burns, B. M. (2005). Attention in preschoolers: Associations with effortful control and motivation. Child Development, 76, 247−263. https://doi.org/10.1111/j.1467-8624.2005.00842.x

9. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). New York: Routledge.
10. Conesa, P., & Duñabeitia, J. A. (2022). Adaptation and validation to Spanish elementary school children of the Academic Self-Regulation Questionnaire (SRQ-A). Electronic Journal of Research in Education Psychology, 20(57), 403-426. https://doi.org/10.25115/ejrep.v20i57.6013
11. Cortés Pascual, A., Moyano Muñoz, N., & Quilez Robres, A. (2019). The relationship between executive functions and academic performance in primary education: Review and meta-analysis. Frontiers in Psychology, 10, 1582. https://doi.org/10.3389/fpsyg.2019.01582
12. Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28, 425-474. https://doi.org/10.1007/s10648-015-9320-8
13. Driscoll, M. P., & Burner, K. J. (2005). Psychology of learning for instruction. Pearson Allyn and Bacon: Boston.
14. Edossa, A. K., Schroeders, U., Weinert, S., & Artelt, C. (2018). The development of emotional and behavioral self- regulation and their effects on academic achievement in childhood. International Journal of Behavioral Development, 42(2), 192-202. https://doi.org/10.1037/bul0000227
15. Eisenberg, N., Liew, J. & Pidada, S. U. (2004). The longitudinal relations of regulation and emotionality to quality of Indonesian children’s socioemotional functioning. Developmental Psychology, 40(5), 790-804. https://doi.org/10.1037/0012-1649.40.5.790
16. Erol, A., İvrendi, A. (2018). Developing an instrument for measuring self-regulation skills of 4-6 - year -old children (mother form). PAU Journal of Education 44, 178-195. https://doi.org/10.9779/PUJE.2018.213
17. Feraco, T., Casali, N., Ganzit, E., & Meneghetti, C. (2022). Adaptability and emotional, behavioural and cognitive aspects of self‐regulated learning: Direct and indirect relations with academic achievement and life satisfaction. British Journal of Educational Psychology, 93(1), 353-367. https://doi.org/10.1111/bjep.12560
18. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2023). How to design and evaluate research in education (11th ed.). New York: McGraw-Hill.
19. Gestsdottir, S., von Suchodoletz, A., Wanless, S. B., Hubert, B., Guimard, P., Birgisdottir, F., ... & McClelland, M. (2014). Early behavioral self-regulation, academic achievement, and gender: Longitudinal findings from France, Germany, and Iceland. Applied Developmental Science, 18(2), 90-109. https://doi.org/10.1080/10888691.2014.894870
20. Gibbs, L., Nursey, J., Cook, J., Ireton, G., Alkemade, N., Roberts, M., ... & Forbes, D. (2019). Delayed disaster impacts on academic performance of primary school children. Child Development, 90(4), 1402-1412. https://doi.org/10.1111/cdev.13200
21. Gonzales, C. R., Bowles, R., Geldhof, G. J., Cameron, C. E., Tracy, A., & McClelland, M. M. (2021). The Head-Toes- Knees-Shoulders Revised (HTKS-R): Development and psychometric properties of a revision to reduce floor effects. Early Childhood Research Quarterly, 56, 320-332. https://doi.org/10.1016/j.ecresq.2021.03.008
22. Hernández, M. M., Eisenberg, N., Valiente, C., Spinrad, T. L., Johns, S. K., Berger, R. H., ... & Southworth, J. (2018). Self- regulation and academic measures across the early elementary school grades: Examining longitudinal and bidirectional associations. Early Education and Development, 29(7), 914-938. https://doi.org/10.1080/10409289.2018.1496722
23. Jeong, Y., & Jung, M. J. (2016). Application and interpretation of hierarchical multiple regression. Orthopaedic Nursing, 35(5), 338-341. https://doi.org/10.1097/NOR.0000000000000279
24. Kanfer, F. H. (1970). Self-regulation: Research, issues, and speculations. Behavior Modification in Clinical Psychology, 74, 178-220.
25. Kawulich, Barbara B. (2005). Participant observation as a data collection method. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 6(2). Art. 43, https://doi.org/10.17169/fqs-6.2.466
26. Kephart, N. C. (1960). The slow learner in the classroom. Charles E. Merrill.
27. Kim, H. Y. (2013). Statistical notes for clinical researchers: assessing normal distribution (2) using skewness and kurtosis. Restorative Dentistry & Endodontics, 38(1), 52-54. https://doi.org/10.5395/rde.2013.38.1.52
28. Koca, F., & Dadandı, İ. (2019). The mediation roles of test anxiety and academic motivation in the relationship between academic self-efficacy and academic achievement. Elementary Education Online, 18(1), 241-252. https://doi.org/10.17051/ilkonline.2019.527150
29. Kokkinos, C. M., Algiovanoglou, I., & Voulgaridou, I. (2019). Emotion regulation and relational aggression in adolescents: Parental attachment as moderator. Journal of Child and Family Studies, 28, 3146-3160. https://doi.org/10.1007/s10826-019-01491-9
30. Kpolovie, P. J., Joe, A. I., & Okoto, T. (2014). Academic achievement prediction: Role of interest in learning and attitude towards school. International Journal of Humanities Social Sciences and Education (IJHSSE), 1(11), 73- 100.
31. Manganelli, S., Cavicchiolo, E., Mallia, L., Biasi, V., Lucidi, F., & Alivernini, F. (2019). The interplay between self- determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance. Educational Psychology, 39(4), 470-488. https://doi.org/10.1080/01443410.2019.1572104
32. Marczyk, G. R., DeMatteo, D., & Festinger, D. (2005). Essentials of research design and methodology. John Wiley & Sons.
33. Matthews, J. S., Ponitz, C. C., & Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of Educational Psychology, 101(3), 689. https://doi.org/10.1037/a0014240
34. McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly. 28(2), 314- 324. https://doi.org/10.1016/j.ecresq.2012.07.008
35. McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M. E. (2014). Predictors of early growth in academic achievement: The head-toes-knees-shoulders task. Frontiers in Psychology, 5, 599. https://doi.org/10.3389/fpsyg.2014.00599
36. McClelland, M. M., Gonzales, C. R., Cameron, C. E., Geldhof, G. J., Bowles, R. P., Nancarrow, A. F., ... & Tracy, A. (2021). The Head-Toes-Knees-Shoulders revised: Links to academic outcomes and measures of EF in young children. Frontiers in Psychology, 12, 721846. https://doi.org/10.3389/fpsyg.2021.721846
37. Montroy, J. J., Bowles, R. P., Skibbe, L. E., & Foster, T. D. (2014). Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement. Early Childhood Research Quarterly, 29(3), 298-309. https://doi.org/10.1016/j.ecresq.2014.03.002
38. Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., & Morrison, F. J. (2016). The development of self- regulation across early childhood. Developmental Psychology, 52(11), 1744. https://doi.org/10.1037/dev0000159
39. Ning, H. K., & Downing, K. (2010). The reciprocal relationship between motivation and self-regulation: A longitudinal study on academic performance. Learning and Individual Differences, 20(6), 682-686. https://doi.org/10.1016/j.lindif.2010.09.010
40. 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
41. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341. https://doi.org/10.1007/s10648-006-9029-9
42. Peng, P., Barnes, M., Wang, C., Wang, W., Li, S., Swanson, H. L., ... & Tao, S. (2018). A meta-analysis on the relation between reading and working memory. Psychological Bulletin, 144(1), 48. https://doi.org/10.1037/bul0000124
43. Peng, P., Wang, T., Wang, C., & Lin, X. (2019). A meta-analysis on the relation between fluid intelligence and reading/mathematics: Effects of tasks, age, and social economics status. Psychological Bulletin, 145(2), 189. https://doi.org/10.1037/bul0000182
44. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502). Academic Press.
45. Ponitz, C. C., McClelland, M. M., Matthews, J. S. ve Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45(3), 605-619. https://doi.org/10.1037/a0015365
46. Posner, M. I., & Rothbart, M. K. (2000). Developing mechanisms of self-regulation. Development and Psychopathology, 12(3), 427-441. https://doi.org/10.1017/S0954579400003096
47. Reilly, D., Neumann, D. L., & Andrews, G. (2019). Gender differences in reading and writing achievement: Evidence from the National Assessment of Educational Progress (NAEP). American Psychologist, 74(4), 445. https://doi.org/10.1037/amp0000356
48. Sanchis-Sanchis, A., Grau, M. D., Moliner, A. R., & Morales-Murillo, C. P. (2020). Effects of age and gender in emotion regulation of children and adolescents. Frontiers in Psychology, 11, 946. https://doi.org/10.3389/fpsyg.2020.00946
49. Sawyer, A. C. P., Chittleborough, C. R., Mittinty, M. N., Miller‐Lewis, L. R., Sawyer, M. G., Sullivan, T., & Lynch, J. W. (2015). Are trajectories of self‐regulation abilities from ages 2–3 to 6–7 associated with academic achievement in the early school years? Child: Care, Health and Development, 41(5), 744-754. https://doi.org/10.1111/cch.12208
50. Sektnan, M., McClelland, M.M., Acock, A. & Morrison, F.I. (2010). Relations between early family risk, children’s behavioral regulation and academic achievement. Early Childhood Research Quarterly, 25(4), 464-479. https://doi.org/10.1016/j.ecresq.2010.02.005
51. Senemoğlu, N. (2012). Gelişim öğrenme ve öğretim: kuramdan uygulamaya (21. basım) Ankara: Pegem Akademi.
52. Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173-187. https://doi.org/10.1016/j.ecresq.2007.01.002
53. Tetik, S., & Önder, F. C. (2021). Adaptation of the Emotion Regulation Questionnaire for children and adolescents (ERQ–CA) into Turkish. Journal of Çukurova University Institute of Social Sciences, 30(2), 87-100. https://doi.org/10.35379/cusosbil.942135
54. Topçu, M. S., & Yılmaz Tüzün, Ö. (2009). Elementary students’ metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status. Elementary Education Online, 8(3), 676- 693.
55. Winne, P. H. (1996). A metacognitive view of individual differences in self-regulated learning. Learning and İndividual Differences, 8(4), 327-353. https://doi.org/10.1016/S1041-6080(96)90022-9
56. Wu, J. Y., & Cheng, T. (2019). Who is better adapted in learning online within the personal learning environment? Relating gender differences in cognitive attention networks to digital distraction. Computers & Education, 128, 312-329. https://doi.org/10.1016/j.compedu.2018.08.016
57. Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307-313. https://doi.org/10.1016/0361-476X(86)90027-5
58. Zimmerman, B. J. (2000). Attaining self-regulation: a social cognitive perspective. In Handbook of self- regulation (pp. 13-39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
59. Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
60. Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135-147. https://doi.org/10.1080/00461520.2013.794676