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Öz-Düzenleyici Öğrenme Becerilerinin Akademik Başarı İle İlişkisi: Hacettepe Üniversitesi Tıp Fakültesi Örneği

Yıl 2010, Cilt: 38 Sayı: 38, 279 - 291, 01.06.2010

Sevgi Turan Özcan Demirel

Öz

Bu çalışmanın amacı tıp fakültesi öğrencilerinin öz-düzenleyici öğrenme becerilerine ilişkin bir betimlemeyapmak, ayrıca başarı düzeyine göre öz-düzenleyici öğrenme becerilerini incelemektir. Araştırmada betimsel yöntemkullanılarak nicel ve nitel veri toplama yöntemleri birlikte kullanılmıştır. Araştırmaya Hacettepe Üniversitesi Tıp Fakültesiilk üç yıl öğrencileri (810 öğrenci) katılmıştır. Ayrıca çalışmada 9 öğrenci ile birebir görüşme yapılmıştır. Çalışmada Özdüzenleyici Öğrenme Becerileri Ölçeği ve görüşme formu kullanılmıştır. Akademik başarı düzeyi için ders kurulu sınavıpuanlarının ortalaması kullanılmıştır. Akademik başarı düzeyleri ile öz-düzenleyici öğrenme beceri düzeyleri arasında yüksekbaşarılı öğrenciler lehine fark belirlenmiştir. Çalışmanın nitel bulgularında başarılı öğrencilerin öz-düzenleyici öğrenmenintüm aşamalarında bu becerileri daha çok kullandıkları gözlenmiştir. Yapılan görüşmelerde öğrenme birbiri ardına gelen beşaşamada açıklanmıştır: öğrenme için harekete geçme, mevcut durumun değerlendirmesi ve gereksinimlerin belirlenmesi,amaçların belirlenmesi, öğrenmeyi planlama ve uygulama, ürünün ve kullanılan yolun değerlendirilmesi

Anahtar Kelimeler

öz-düzenleyici öğrenme akademik başarı tıp öğrencileri

Kaynakça

  • Bland, L. S. (2005). The effects of a self-reflective learning process on student art performance. Unpublished doctoral dissertation, The Florida State University School of Visual Arts and Dance.
  • Boekaerts, M. & Niemivirta, M. (2005). Self-regulated learning: finding a balance between learning goals and ego-protective goals. İçinde M. Boekarters, P.R. Pintrich ve M. Zeidner (Ed), (2005, sf: 417-450). Handbook of Self Regulation, San Diego: Academic Press.
  • Eagle, M.N (1992). The effects of learning strategies upon free recall. İçinde T. Nelson (Ed), (1992, sf: 235-249). Metacognition Core Readings, Boston: Bacon and Allyn.
  • Hadwin, A. F., Winne, P.H., Stockley, D.B., Nesbit, J.C. & Woszczyna, C. (1993). Context moderates students' self-reports about how they study. Journal of Educational Psychology, 93(3), 477-487.
  • İşcil, N. (1977). Örnekleme yöntemleri. Ankara: Kalite Matbaası.
  • Kauffman, D. F. (2004). Self-regulated learning in web-based environments: instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs. J. Educational Computing Research, 30(1 & 2), 139-161.
  • Martin, J. (2004). Self-regulated learning, social cognitive theory, and agency. Educational Psychologist, 39 (2), 135-145.
  • Masui, C. & De Corte, E. (2005). Learning to reflect and to attribute constructively as basic components of self-regulated learning. British Journal of Educational Psychology, 75, 351–372.
  • Paris, S.G. & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.
  • Pintrich, P.R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
  • Pintrich, P.R. (2005) The role of goal orientation in self-regulated learning. İçinde Boekarters M., Pintrich P.R. ve Zeidner M. (Eds), (2005, sf: 452-502) Handbook of Self Regulation, San Diego: Academic Press.
  • Pintrich, P.R. & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
  • Pokay, P. & Blumenfeld Phyllis, C. (1990). Predicting achievement early and late in the semester: the role of motivation and use of learning strategies. Journal of Educational Psychology, 82(1), 41-50.
  • Ray, M.W., Garavalia, L. & Gredler, M.E. (2003, April). Gender differences in self-regulated learning, task value, and achievement in developmental college students. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
  • Rheinberg, F., Vollmeyer, R. & Rollett, W. (2005). Motivation and action in self-regulated learning. İçinde Boekarters M., Pintrich P.R. ve Zeidner M. (Eds), (2005, sf: 503-529) Handbook of Self Regulation, San Diego: Academic Press.
  • Rozendaal, J.S., Minnaert, A. ve Boekaerts, M. (2003), Motivation and self-regulated learning in secondary vocational education: information-processing type and gender differences. Learning and Individual Differences, 13, 273–289.
  • Ruban, L. & Reis, S.M. (2006). Patterns of self-regulatory strategy use among low-achieving and high-achieving university students. Roeper Review, 28(3).
  • Schunk, D. H. (2005). Self-regulated learning: the educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85–94.
  • Schunk, D.H. ve Ertmer, P.A. (2005). Self-regulated and academic learning: self-efficacy enhancing interventions. İçinde Boekarters M., Pintrich P.R. ve Zeidner M. (Eds), (2005, sf: 631-649) Handbook of Self Regulation, San Diego: Academic Press.
  • Senemoğlu, N. (1998). Gelişim öğrenme ve öğretme: kuramdan uygulamaya. Ankara: Özsen Matbaası Ltd.Şti.
  • Shell, D. F., Husman, J., Turner, J. E., Cliffel, D. M., Nath, I. & Sweany, N. (1996). The impact of computer supported collaborative learning communities on high school students’ knowledge building, strategic learning, and perceptions of the classroom portions. Research were presented at the annual meeting of the American Educational Research Association, New York.
  • Weinstein, C.E., Husman, J. & Dierking, D.R. (2005). Self-regulation interventions with a focus on learning strategies. İçinde Boekarters M., Pintrich P.R. ve Zeidner M. (Eds), (2005, sf: 728-74) of Self Regulation, San Diego: Academic Press.
  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: an overview. Educational Psychologist, 25(1), 3-17.
  • Zimmerman, B. J. (1998). Academic studying and the development of personal skill: a self-regulatory perspective. Educational Psychologist, 5(2/3), 73-86.
  • Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. İçinde Boekarters M., Pintrich P.R. ve Zeidner M. (Eds), (2005, sf: 13-39) Handbook of Self Regulation, San Diego: Academic Press.
  • Zimmerman, B.J., Bonner S. &Kovach R. (1996). Developing self-regulated learners, beyond achievement to self-efficacy. Washington: American Psychological Association.

Yıl 2010, Cilt: 38 Sayı: 38, 279 - 291, 01.06.2010

Sevgi Turan Özcan Demirel

Öz

Kaynakça

  • Bland, L. S. (2005). The effects of a self-reflective learning process on student art performance. Unpublished doctoral dissertation, The Florida State University School of Visual Arts and Dance.
  • Boekaerts, M. & Niemivirta, M. (2005). Self-regulated learning: finding a balance between learning goals and ego-protective goals. İçinde M. Boekarters, P.R. Pintrich ve M. Zeidner (Ed), (2005, sf: 417-450). Handbook of Self Regulation, San Diego: Academic Press.
  • Eagle, M.N (1992). The effects of learning strategies upon free recall. İçinde T. Nelson (Ed), (1992, sf: 235-249). Metacognition Core Readings, Boston: Bacon and Allyn.
  • Hadwin, A. F., Winne, P.H., Stockley, D.B., Nesbit, J.C. & Woszczyna, C. (1993). Context moderates students' self-reports about how they study. Journal of Educational Psychology, 93(3), 477-487.
  • İşcil, N. (1977). Örnekleme yöntemleri. Ankara: Kalite Matbaası.
  • Kauffman, D. F. (2004). Self-regulated learning in web-based environments: instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs. J. Educational Computing Research, 30(1 & 2), 139-161.
  • Martin, J. (2004). Self-regulated learning, social cognitive theory, and agency. Educational Psychologist, 39 (2), 135-145.
  • Masui, C. & De Corte, E. (2005). Learning to reflect and to attribute constructively as basic components of self-regulated learning. British Journal of Educational Psychology, 75, 351–372.
  • Paris, S.G. & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.
  • Pintrich, P.R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
  • Pintrich, P.R. (2005) The role of goal orientation in self-regulated learning. İçinde Boekarters M., Pintrich P.R. ve Zeidner M. (Eds), (2005, sf: 452-502) Handbook of Self Regulation, San Diego: Academic Press.
  • Pintrich, P.R. & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
  • Pokay, P. & Blumenfeld Phyllis, C. (1990). Predicting achievement early and late in the semester: the role of motivation and use of learning strategies. Journal of Educational Psychology, 82(1), 41-50.
  • Ray, M.W., Garavalia, L. & Gredler, M.E. (2003, April). Gender differences in self-regulated learning, task value, and achievement in developmental college students. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
  • Rheinberg, F., Vollmeyer, R. & Rollett, W. (2005). Motivation and action in self-regulated learning. İçinde Boekarters M., Pintrich P.R. ve Zeidner M. (Eds), (2005, sf: 503-529) Handbook of Self Regulation, San Diego: Academic Press.
  • Rozendaal, J.S., Minnaert, A. ve Boekaerts, M. (2003), Motivation and self-regulated learning in secondary vocational education: information-processing type and gender differences. Learning and Individual Differences, 13, 273–289.
  • Ruban, L. & Reis, S.M. (2006). Patterns of self-regulatory strategy use among low-achieving and high-achieving university students. Roeper Review, 28(3).
  • Schunk, D. H. (2005). Self-regulated learning: the educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85–94.
  • Schunk, D.H. ve Ertmer, P.A. (2005). Self-regulated and academic learning: self-efficacy enhancing interventions. İçinde Boekarters M., Pintrich P.R. ve Zeidner M. (Eds), (2005, sf: 631-649) Handbook of Self Regulation, San Diego: Academic Press.
  • Senemoğlu, N. (1998). Gelişim öğrenme ve öğretme: kuramdan uygulamaya. Ankara: Özsen Matbaası Ltd.Şti.
  • Shell, D. F., Husman, J., Turner, J. E., Cliffel, D. M., Nath, I. & Sweany, N. (1996). The impact of computer supported collaborative learning communities on high school students’ knowledge building, strategic learning, and perceptions of the classroom portions. Research were presented at the annual meeting of the American Educational Research Association, New York.
  • Weinstein, C.E., Husman, J. & Dierking, D.R. (2005). Self-regulation interventions with a focus on learning strategies. İçinde Boekarters M., Pintrich P.R. ve Zeidner M. (Eds), (2005, sf: 728-74) of Self Regulation, San Diego: Academic Press.
  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: an overview. Educational Psychologist, 25(1), 3-17.
  • Zimmerman, B. J. (1998). Academic studying and the development of personal skill: a self-regulatory perspective. Educational Psychologist, 5(2/3), 73-86.
  • Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. İçinde Boekarters M., Pintrich P.R. ve Zeidner M. (Eds), (2005, sf: 13-39) Handbook of Self Regulation, San Diego: Academic Press.
  • Zimmerman, B.J., Bonner S. &Kovach R. (1996). Developing self-regulated learners, beyond achievement to self-efficacy. Washington: American Psychological Association.
Toplam 26 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Sevgi Turan Bu kişi benim

Özcan Demirel Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2010
Yayımlandığı Sayı Yıl 2010 Cilt: 38 Sayı: 38

Kaynak Göster

APA Turan, S., & Demirel, Ö. (2010). Öz-Düzenleyici Öğrenme Becerilerinin Akademik Başarı İle İlişkisi: Hacettepe Üniversitesi Tıp Fakültesi Örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38(38), 279-291.