Motivation and Self-Regulated Learning in Digital Platforms

Yıl 2021, Cilt: 19 Sayı: 3, 257 - 278, 24.09.2021

Nurcihan Yürük

https://doi.org/10.18026/cbayarsos.958579

Öz

The purpose of this study is to determine the relationship between self-regulated learning strategy use and online learning motivation and also investigate whether self-regulated learning strategies have a predictive role in online learning motivation. Two scales were used in the study. The first scale was developed by Dündar ve Köksal (2017) to identify L2 learners’ strategy preferences and the second scale was developed by Özbaşı, Cevahir and Özdemir (2018) to determine students’ motivation sources for online learning. An online survey was conducted with 125 participants at Selçuk University. According to results, Cognitive Strategies, Affective Strategies, Meta Cognitive Strategies, Meta-Affective Strategies related were at a high level and used more by students. In addition, the results showed that students mostly used Intrinsic Motivation to Know (X=22.79). It was determined that self-regulated strategies significantly predicted motivation in the online learning environment.

Anahtar Kelimeler

Self-regulated Learning Model, Learning Strategies, Motivation

Dijital Platformlarda Motivasyon ve Öz-düzenlemeli Öğrenme

Öz

Bu çalışmanın amacı, öz-düzenlemeli öğrenme stratejisi kullanımı ile çevrimiçi öğrenme motivasyonu arasındaki ilişkiyi belirlemek ve ayrıca öz-düzenlemeli öğrenme stratejilerinin çevrimiçi öğrenme motivasyonunda yordayıcı bir rolü olup olmadığını araştırmaktır. Araştırmada iki ölçek kullanılmıştır. İlk ölçek Köksal ve Dündar (2018) tarafından yabancı dil öğrenenlerin strateji tercihlerini belirlemek için, ikinci ölçek ise Özbaşı, Cevahir ve Özdemir (2018) tarafından öğrencilerin çevrimiçi öğrenmeye yönelik motivasyon kaynaklarını belirlemek için geliştirilmiştir. Selçuk Üniversitesi'nden 125 katılımcı ile çevrimiçi bir araştırma yürütülmüştür. Elde edilen sonuçlara göre Bilişsel Stratejiler, Duyuşsal Stratejiler, Meta Bilişsel Stratejiler, Meta-Duygusal Stratejiler yüksek düzeyde ve öğrenciler tarafından daha çok kullanılmaktadır. Ayrıca, sonuçlar öğrencilerin en çok Bilmek için İçsel Motivasyonu (X=22.79) kullandıklarını göstermiştir. Öz düzenlemeli öğrenme stratejilerinin çevrimiçi öğrenme ortamındaki motivasyonu anlamlı düzeyde yordadığı belirlenmiştir.

Anahtar Kelimeler

Öz-düznlemeli öğrenme Modeli, Öğrenme stratejileri, Motivasyon, Çevrimiçi Öğrenme

Kaynakça

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