Abstract
The factors of learning strategies and motivation as components of self-regulation are determined well in MSLQ (Motivated Strategies for Learning Questionnaire) scale. The scale includes 15 factors. But, these 15 factors are not appropriate for practical use. In this study, a survey research was conducted with 112 prospective biology teachers by using MSLQ to analyze the factors. One-way ANOVAs and Pearson Product-Moment Correlation Coefficients were used for analysis. The results of ANOVAs showed that there were no statistically significant differences between mean scores of the participants at different grade levels on scales of MSLQ. In addition, the “task value”, the “self-efficacy” and the “help seeking” subfactors were found to be the most dominant sub-factors of the whole scale. In the article, results of the study and limitations will be discussed.
References
- Büyüköztürk, Ş., Akgün, Ö.E., Özkahveci, Ö., and Demirel, F. (2004).The Validity and Reliability Study of the Turkish Version of Motivated Strategies for Learning Questionnaire. Educational sciences: Theory & Practice. 4 (2).
- Chen, C. S. (2002). Self-regulated Learning Strategies and Achievement in an Introduction to Information Systems Course. Information Technology, Learning, and Performance Journal. 20 (1).
- Douglas, L. (2006). Motivational Factors, Learning Strategies and Resource Management As Predictors of Course Grades. College Student Journal. 40 (2).
- Gredler, M. E. (2005). Learning and instruction: Theory into practice (5th ed.).Upper Saddle River, NJ: Pearson Education.
- Mallow, J.V. (1978). A science anxiety program. American Journal of Physics. 46 (8).
- Pintrich, P.R, & De Groot, E.V. (1990). Motivation and self-regulated learning components of classroom academic performance. Journal of Educational Psychology. 82 (1).
- Pintrich, P.R.(1999). The role of motivation in promoting and sustaining self- regulated learning. International Journal of Educational Research. 31.
- Pintrich, P.R. (2004). A conceptual framework for assessing motivation and self- regulated learning in college students. Educational Psychology Review. 16 (4).
- Pintrich, P. R. (2005). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of Self- Regulation (pp. 451-502). Burlington, MA: Elseiver Academic Press.
- Sankaran, S. R. and Bui, T. (2001). Impact of Learning Strategies and Motivation on Performance: a Study in Web-Based Instruction. Journal of Instructional Psychology. 28 (3).
- Schunk, D. H. (2000). Learning theories: an educational perspective. New Jersey: Prentice-Hall.
- Weinstein C.E. & Mayer R.E., (1983). The Teaching of Learning Strategies. Innovation Abstracts, 5:32.
- Wolters, C.A. & Pintrich, P.R.(1998). Contextual differences in student motivation and self-regulated learning in mathematics, English and social studies classrooms. Instructional Science. 26:27-47.
Abstract
Güdülenme ve öğrenme stratejilerine ait faktörler, öz-düzenleme
becerisinin öğeleri olarak GÖSÖ (Güdülenme ve Öğrenme Stratejileri
Ölçeği) ölçeğinde iyi bir şekilde tanımlamıştır. GÖSÖ 15 faktörden oluşan,
yaygın olarak kullanılan bir ölçektir. Fakat bu 15 faktör pratik kullanımda
problem oluşturmaktadır. Ölçekle yapılan araştırmalarda, sıklıkla daha özel
alanlarda ölçeğin kullanımı açısından araştırmalar yapılması gerektiği
vurgulanmaktadır. Bu çalışmada, ölçeğin, daha spesifik bir alanda (biyoloji),
faktörleri arasındaki korelasyonel baskınlığı analiz etmek ve daha az sayıda
faktörü dikkate alan bir model önermek amaçlanmıştır. Çalışma, 112 biyoloji
öğretmeni adayıyla, tarama modeli kullanılarak yürütülmüştür. Veri analizi
için, tek-yönlü ANOVA ve Pearson korelasyon katsayısı teknikleri
kullanılmıştır. ANOVA sonuçları GÖSÖ ölçeğinde farklı sınıf
kademelerindeki katılımcıların puanları arasında istatistik olarak anlamlı bir
fark olmadığını göstermektedir (faktörler açısından homojen gruplar). Bu
analiz üzerine yapılan korelasyon katsayısı analizleri, “görev değeri”, “özyeterlik”
ve “yardım isteme” faktörlerinin tüm ölçekte en baskın faktörler
olduğunu göstermiştir. Bu faktörler, pratik kullanım açısından önemli bir
avantaj sağlamaktadır. Bu makalede, çalışmanın sonuçları ve sınırlılıkları
tartışılacaktır.
References
- Büyüköztürk, Ş., Akgün, Ö.E., Özkahveci, Ö., and Demirel, F. (2004).The Validity and Reliability Study of the Turkish Version of Motivated Strategies for Learning Questionnaire. Educational sciences: Theory & Practice. 4 (2).
- Chen, C. S. (2002). Self-regulated Learning Strategies and Achievement in an Introduction to Information Systems Course. Information Technology, Learning, and Performance Journal. 20 (1).
- Douglas, L. (2006). Motivational Factors, Learning Strategies and Resource Management As Predictors of Course Grades. College Student Journal. 40 (2).
- Gredler, M. E. (2005). Learning and instruction: Theory into practice (5th ed.).Upper Saddle River, NJ: Pearson Education.
- Mallow, J.V. (1978). A science anxiety program. American Journal of Physics. 46 (8).
- Pintrich, P.R, & De Groot, E.V. (1990). Motivation and self-regulated learning components of classroom academic performance. Journal of Educational Psychology. 82 (1).
- Pintrich, P.R.(1999). The role of motivation in promoting and sustaining self- regulated learning. International Journal of Educational Research. 31.
- Pintrich, P.R. (2004). A conceptual framework for assessing motivation and self- regulated learning in college students. Educational Psychology Review. 16 (4).
- Pintrich, P. R. (2005). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of Self- Regulation (pp. 451-502). Burlington, MA: Elseiver Academic Press.
- Sankaran, S. R. and Bui, T. (2001). Impact of Learning Strategies and Motivation on Performance: a Study in Web-Based Instruction. Journal of Instructional Psychology. 28 (3).
- Schunk, D. H. (2000). Learning theories: an educational perspective. New Jersey: Prentice-Hall.
- Weinstein C.E. & Mayer R.E., (1983). The Teaching of Learning Strategies. Innovation Abstracts, 5:32.
- Wolters, C.A. & Pintrich, P.R.(1998). Contextual differences in student motivation and self-regulated learning in mathematics, English and social studies classrooms. Instructional Science. 26:27-47.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | August 1, 2009 |
| Submission Date | November 14, 2015 |
| Published in Issue | Year 2009 Volume: 22 Issue: 2 |
