Türkiye'de Ortaokul Öğrencilerinin Algılanan Öz Düzenlemeleri ve Öz Yeterlilikleri Arasındaki İlişki

Yıl 2025, Cilt: 11 Sayı: 2, 227 - 250, 31.10.2025

Canan Karaduman , Hatice Kaplan

https://izlik.org/JA66DF56AK

Öz

Eğitim camiasında duygusal faktörlerin öğrenme süreci üzerinde azımsanamayacak etkisi olduğu kabul görmüştür. Öz-düzenleme ve öz-yeterlilik, öğrenme sürecine pozitif etkisi olan en önemli duygusal faktörlerdendir. Ancak, yapılan detaylı literatür taraması sonucunda Türkiye’deki ortaokul öğrencilerinin öz-düzenleme ve öz-yeterlilikleri konusuna yeterli düzeyde önem verilmediği gözlemlenmiştir. Bu doğrultuda, Türkiye’deki ortaokul öğrencileriyle yapılan bu nicel araştırmanın amaçları üç katmanlıdır: ortaokul öğrencilerinin öz-düzenleme becerilerinin ölçülmesi, ortaokul öğrencilerinin öz-yeterlilik düzeylerinin ölçülmesi ve bu iki değişken arasındaki ilişkininin öğrenciler özelinde incelenmesi. Bu duyuşsal faktörlerin ölçülmesi, öğrencilerin kendi beyanlarına dayanan ölçekler ile gerçekleştirilmiştir ve ölçek sonuçlarına uygulanan betimsel istatistikler, öğrencilerin her iki değişkene de orta düzeyde sahip olduklarını ortaya çıkarmıştır. Ek olarak, uygulanan Pearson Korelasyon Analizi’nin sonucuna göre bu iki özellik arasında pozitif bir korelasyon mevcut olduğu saptanmıştır. Bu bulgular ışığında bu çalışma, bu iki konseptin eğitim ortamları için önemini vurgulamaktadır ve öğretmen eğitimi programları ile öğretim sürecine entegrasyonları için çağrı yapmaktadır.

Anahtar Kelimeler

Öz-düzenleme , öz-yeterlilik , ortaokul öğrencileri , korelasyon analizi

Secondary School Students’ Self-efficacy in Correlation with Their Perceived Self-regulation within a Turkish Setting

https://izlik.org/JA66DF56AK

Öz

In the realm of education, emotional factors have been recognized to exert a substantial power on the learning process. Self-regulation and self-efficacy are among the most crucial emotional factors to have a positive impact on the learning process. However, upon an extensive review of the literature, not enough attention seems to be paid to concepts of self-regulation and self-efficacy with regard to secondary school learners in Türkiye. Thus, the aim of this quantitative study in a Turkish secondary school context is threefold: to assess secondary school learners’ self-efficacy and self-regulation levels and to examine the interplay between these notions among learners. Utilizing two self-reported scales to measure these affective factors with 270 secondary school students, the descriptive analysis reveals that learners in this study attain moderate levels of both traits. Additionally, upon the Pearson Correlation Analysis, a positive correlation was found between these traits. In light of these findings, the present study underscores the importance of these concepts in educational settings and advocates for their integration into teaching practices and teacher training programs.

Anahtar Kelimeler

Self-regulation , self-efficacy , secondary school learners , correlation analysis

Kaynakça

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