ÖZ-DÜZENLEME STRATEJİLERİ VE MOTİVASYONEL İNANÇLARININ YORDAYICISI OLARAK ALGILANAN ANNE BABA TUTUMLARI

Abstract

Araştırmanın temel amacı, algılanan anne baba tutumlarının öğrencilerin öz-düzenleme stratejileri ve motivasyonel inançlarını yordama gücünü incelemektir. Araştırmada Yılmaz (2000) tarafından Türkçeye uyarlanan, “Anne Baba Tutum Ölçeği” ile Üredi (2005) tarafından Türkçeye uyarlanan “Öğrenmeye İlişkin Motivasyonel Stratejiler Ölçeği” kullanılmıştır. Ölçekler İstanbul’da orta sosyo-ekonomik düzeyde bir ilköğretim okulunda 350, 8. sınıf öğrencisine uygulanmıştır. Bulgular, algılanan anne baba tutumlarının bütün boyutlarının sınav kaygısı haricindeki motivasyonel inançların ve öz-düzenleme stratejilerinin anlamlı bir yordayıcısı olduğunu göstermiş, en büyük payın kabul/ilgi boyutuna ait olduğunu ortaya koymuştur. Sınav kaygısında ise algılanan anne baba tutumlarının yalnızca psikolojik özerklik boyutunun anlamlı bir yordayıcı olduğu belirlenmiştir.

Keywords

• Algılanan anne baba tutumları, öz-düzenleme stratejileri, motivasyonel inançlar

PERCEIVED PARENTING STYLES AS PREDICTOR OF STUDENTS’ SELF-REGULATED LEARNING STRATEGIES AND MOTIVATIONAL BELIEFS

Abstract

The main purpose of this study was to investigate that the predictive power of perceived parenting styles for self-regulated learning strategies and motivational beliefs. In this research, “Parenting Styles Scale” adapted into Turkish by Yılmaz (2000) and “The Motivated Strategies for Learning Questionnaire” adapted into Turkish by Uredi (2005) were used. Scales were applied to 350 8th grade students from a primary school which is a representative of middle socio-economic status in İstanbul. Findings revealed that all dimensions of perceived parenting styles predict to self- regulated learning strategies and motivational beliefs relating to academic performance in the classroom except for test anxiety.

Keywords

• Perceived parenting style, self-regulated learning strategies, motivational beliefs

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