BibTex RIS Kaynak Göster

Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri ve Fen Başarıları Üzerindeki Rolü

Yıl 2009, Cilt: 8 Sayı: 3, 883 - 900, 01.09.2009

Kaynakça

  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
  • Ames, C. (1990) Motivation: What teachers need to know. Teachers College Record, 91, 409-421
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student learning strategies and motivation processes. Journal of Educational Psychology, 80, 260267.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York:W.H.Freeman.
  • Bandura, A., Barbaranelli, C., Caprara, G.V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67 , 12061222.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
  • Blackburn, M. (1998). Academic cheating. Unpublished doctoral dissertation, University of Oklohoma.
  • Deci, E.L., Vallerand, R.J., Pelletier, L.G. and Ryan, R.M. (1991). Motivation in education: The self-determination perspective. Educational Psychologist, 26, 325346.
  • Dembo, M.H., & Eaton, M.J.(2000). Self-regulation of academic learning in middle-level schools. The Elementary School Journal, 100, 473-490.
  • DeMarie, D., Miller, P. H., Ferron, J., & Cunningham, F. R. (2004). Path analysis tests of theoretical models of children's memory performance.Journal of Cognition and Development, 5, 461^492.
  • Dweck, C. (1995). Self-theories: Their role in motivation, personality, and development. Philadelphia, P.A: Psychology Press.
  • Eccles, J.S. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
  • Eccles, J.S., Wigfield, A., Midgley, C., Reuman, D., Mac Iver, D. & Fldlaufer H. (1993). Negative effects of traditional middle schools on students’ motivation. The Elementary School Journal, 93, 553-574.
  • Ee, J, Moore, P. J. & Atputhasamy, L. (2003). High-achieving Students: their motivational goals, self-regulation and achievement and relationships to their teachers' goals and strategy-based instruction. High Ability Studies, 14, 23 – 39
  • Greene, B.A., Miller, R.B., Crowson, M., Duke, B.L., & Akey L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462-482.
  • Hoy, A.W. (2004). What do teachers know about self-efficacy? The paper presented at the Annual Meeting of the American Educational Research, San Diego, USA.
  • Ley, K. & Young, D.B. (2001). Instructional principles for self-regulation. Educational Technology research and Development, 49, 93-103.
  • Kaplan, A. & Midgley, C. (1999). The relationship between perceptions of the classroom goal structure and early adolescents’ affect in school: The mediating role of coping strategies. Learning and Individual Differences, 11, 187-212.
  • Linnenbrink, E.A., & Pintrich, P.R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19 , 119-137.
  • McCoach, D.B. & Siegle, D. (2003). Factors that differentiate underachieving gifted students from high achieving gifted students. Gifted Child Quarterly. 47(2), 144154.
  • Müller, F.H. & Louw, J. (2004). Learning environment, motivation and interest: Perspectives on self-determination theory. South African Journal of Psychology,34, 169-190.
  • Neber, H., & Schommer-Aikins, M. (2002). Self-regulated science learning with highly gifted students: The role of cognitive, motivational, epistemological, and environmental variables. High Ability Studies, 13, 59-74.
  • Olaussen, B. S., & Braten, I. (1999). Students’ use of strategies for self-regulated learning: Cross-cultural perspectives. Scandinavian Journal of Educational Research, 43, 409-432.
  • Ozkan, S. (2003). The roles of motivational beliefs and learning styles on tenth grade students’ biology achievement. Unpublished Master Thesis. Ankara: Middle East Technical University
  • Popham, W.J. (2008). Classroom Assessment: What Teachers Need to Know (5th ed.). Boston: Allyn and Bacon.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
  • Paris, S. C. & Paris, A. H. (2001) Classroom applications of research on self-regulated learning, Educational Psychologist 36, 89-101.
  • Pintrich, P.R., & De Groot, E. (1990) Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 3340.
  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.
  • Pintrich, P. R. (2000a). The role of goal orientation in self-regulated learning. In M.Boekaerts, P. R. Pintrich & M. Zeidner (Eds), Handbook of Self-Regulation (pp. 452-502). San Diego, CA: Academic Press.
  • Pintrich P R, Smith D, Garcia T and McKeachie W J (1993) Reliability and Predictive Validity of The Motivated Strategies for Learning Questionnaire (MSLQ) Educational and Psychological Measurement, 53, 801-813.
  • Pintrich, P.R., Smith, D.A.F., Garcia, T., & Mckeachie, W.J. (1991) A Manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: National Centre for Research to Improve Postsecondary Teaching and Learning, The University of Michigan.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill.
  • Risemberg, R., & Zimmerman, B. J. (1992). Self-regulated learning in gifted students. Roeper Rivew, 15, 98-101.
  • Ross, M. E.., Salisbury-Glennon, J. D., Guarino, A., Reed, C. J. & Marshall, M. (2003). Situated Self-Regulation: Modeling the Interrelationships Among Instruction, Assessment, Learning Strategies and Academic Performance. Educational Research and Evaluation, 9, 189 - 209
  • Schunk, D.H. & Pajares, F. (2001). The development of self-efficay. Chapter in A. Wigfield & J. Eccles (Eds.), Development of achievement motivation.. San Diego: Academic Press.
  • Schunk, D.H. (1994). Motivating self-regulation of learning: The role of performance attributions. The paper presented at the Annual Meeting of the American Educational Research, New Orleans, USA
  • Stefanou, C., Perencevich, K.C., DiCintio, M., & Turner, J.C. (2004). Supporting autonomy in the classroom: Ways teaches encourage student decision making and ownership. Educational Psychologist, 39, 97-110.
  • Sundre, D.L., & Kitsantas, A. (2004). An exploration of the psychology of the examinee: Can examinee self-regulation and test taking motivation predict consequential and non-consequential test performance? Contemporary Educational Psychology 29, 6-26.
  • Sungur, S. (2007). Modeling the relationships among students’ motivational beliefs,metacognitive strategy use, and effort regulation. Scandinavian Journal of Educational Research, 51, 315-326.
  • Sungur, S. & Tekkaya, C. (2006). Effects of problem- based learning and traditional instruction on self-regulated learning. The Journal of Educational Research, 99, 307-317.
  • Sungur, S., & Wenler, B. (2009). An Analysis of Turkish High School Students’ Metacognition and Motivation. Educational Research and Evaluation, 15, 43-59. Tabachnick, B.G., & Fidell, L.S. (1996). Using multivariate statistics (3rd edition). New
  • York: HarperCollinsCollegePublishers.
  • Urdan, T., & Midgley, C. (2003). Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence. Contemporary Educational Psychology, 28, 524-551.
  • Usher E.L. & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31, 125-141.
  • Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49-78.
  • Wigfield, A., & Eccles, J.S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology,25, 68-81.
  • Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2003, March). Assessing academic self-regulated learning. Paper prepared for the Conference on Indicators of Positive Development: Definitions, Measures, and Prospective Validity, Washington, DC, USA.
  • Wolters, C.A., Yu,S:Y, & Pintrich, P.R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8,211-238.
  • Yumusak, N., Sungur, S., & Cakiroglu, J. (2007). Turkish High School Students’ Biology Achievement in Relation to Academic Self-Regulation. Educational Research and Evaluation, 13, 53-69.
  • Zimmerman, B. J. (2000) Attaining self-regulation. In M Kaerts, P.R. Pintrich, & M. Zeidner (Eds). Handbook of Self-Regulation. pp. 13-39.
  • Zimmerman, B.J. & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
  • Zusho, A., & Pintrich, P.R. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25, 1081-1094.

The Role of Classroom Environment Perceptions in Self-Regulated Learning and Science Achievement

Yıl 2009, Cilt: 8 Sayı: 3, 883 - 900, 01.09.2009

Kaynakça

  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
  • Ames, C. (1990) Motivation: What teachers need to know. Teachers College Record, 91, 409-421
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student learning strategies and motivation processes. Journal of Educational Psychology, 80, 260267.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York:W.H.Freeman.
  • Bandura, A., Barbaranelli, C., Caprara, G.V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67 , 12061222.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
  • Blackburn, M. (1998). Academic cheating. Unpublished doctoral dissertation, University of Oklohoma.
  • Deci, E.L., Vallerand, R.J., Pelletier, L.G. and Ryan, R.M. (1991). Motivation in education: The self-determination perspective. Educational Psychologist, 26, 325346.
  • Dembo, M.H., & Eaton, M.J.(2000). Self-regulation of academic learning in middle-level schools. The Elementary School Journal, 100, 473-490.
  • DeMarie, D., Miller, P. H., Ferron, J., & Cunningham, F. R. (2004). Path analysis tests of theoretical models of children's memory performance.Journal of Cognition and Development, 5, 461^492.
  • Dweck, C. (1995). Self-theories: Their role in motivation, personality, and development. Philadelphia, P.A: Psychology Press.
  • Eccles, J.S. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
  • Eccles, J.S., Wigfield, A., Midgley, C., Reuman, D., Mac Iver, D. & Fldlaufer H. (1993). Negative effects of traditional middle schools on students’ motivation. The Elementary School Journal, 93, 553-574.
  • Ee, J, Moore, P. J. & Atputhasamy, L. (2003). High-achieving Students: their motivational goals, self-regulation and achievement and relationships to their teachers' goals and strategy-based instruction. High Ability Studies, 14, 23 – 39
  • Greene, B.A., Miller, R.B., Crowson, M., Duke, B.L., & Akey L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462-482.
  • Hoy, A.W. (2004). What do teachers know about self-efficacy? The paper presented at the Annual Meeting of the American Educational Research, San Diego, USA.
  • Ley, K. & Young, D.B. (2001). Instructional principles for self-regulation. Educational Technology research and Development, 49, 93-103.
  • Kaplan, A. & Midgley, C. (1999). The relationship between perceptions of the classroom goal structure and early adolescents’ affect in school: The mediating role of coping strategies. Learning and Individual Differences, 11, 187-212.
  • Linnenbrink, E.A., & Pintrich, P.R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19 , 119-137.
  • McCoach, D.B. & Siegle, D. (2003). Factors that differentiate underachieving gifted students from high achieving gifted students. Gifted Child Quarterly. 47(2), 144154.
  • Müller, F.H. & Louw, J. (2004). Learning environment, motivation and interest: Perspectives on self-determination theory. South African Journal of Psychology,34, 169-190.
  • Neber, H., & Schommer-Aikins, M. (2002). Self-regulated science learning with highly gifted students: The role of cognitive, motivational, epistemological, and environmental variables. High Ability Studies, 13, 59-74.
  • Olaussen, B. S., & Braten, I. (1999). Students’ use of strategies for self-regulated learning: Cross-cultural perspectives. Scandinavian Journal of Educational Research, 43, 409-432.
  • Ozkan, S. (2003). The roles of motivational beliefs and learning styles on tenth grade students’ biology achievement. Unpublished Master Thesis. Ankara: Middle East Technical University
  • Popham, W.J. (2008). Classroom Assessment: What Teachers Need to Know (5th ed.). Boston: Allyn and Bacon.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
  • Paris, S. C. & Paris, A. H. (2001) Classroom applications of research on self-regulated learning, Educational Psychologist 36, 89-101.
  • Pintrich, P.R., & De Groot, E. (1990) Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 3340.
  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.
  • Pintrich, P. R. (2000a). The role of goal orientation in self-regulated learning. In M.Boekaerts, P. R. Pintrich & M. Zeidner (Eds), Handbook of Self-Regulation (pp. 452-502). San Diego, CA: Academic Press.
  • Pintrich P R, Smith D, Garcia T and McKeachie W J (1993) Reliability and Predictive Validity of The Motivated Strategies for Learning Questionnaire (MSLQ) Educational and Psychological Measurement, 53, 801-813.
  • Pintrich, P.R., Smith, D.A.F., Garcia, T., & Mckeachie, W.J. (1991) A Manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: National Centre for Research to Improve Postsecondary Teaching and Learning, The University of Michigan.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill.
  • Risemberg, R., & Zimmerman, B. J. (1992). Self-regulated learning in gifted students. Roeper Rivew, 15, 98-101.
  • Ross, M. E.., Salisbury-Glennon, J. D., Guarino, A., Reed, C. J. & Marshall, M. (2003). Situated Self-Regulation: Modeling the Interrelationships Among Instruction, Assessment, Learning Strategies and Academic Performance. Educational Research and Evaluation, 9, 189 - 209
  • Schunk, D.H. & Pajares, F. (2001). The development of self-efficay. Chapter in A. Wigfield & J. Eccles (Eds.), Development of achievement motivation.. San Diego: Academic Press.
  • Schunk, D.H. (1994). Motivating self-regulation of learning: The role of performance attributions. The paper presented at the Annual Meeting of the American Educational Research, New Orleans, USA
  • Stefanou, C., Perencevich, K.C., DiCintio, M., & Turner, J.C. (2004). Supporting autonomy in the classroom: Ways teaches encourage student decision making and ownership. Educational Psychologist, 39, 97-110.
  • Sundre, D.L., & Kitsantas, A. (2004). An exploration of the psychology of the examinee: Can examinee self-regulation and test taking motivation predict consequential and non-consequential test performance? Contemporary Educational Psychology 29, 6-26.
  • Sungur, S. (2007). Modeling the relationships among students’ motivational beliefs,metacognitive strategy use, and effort regulation. Scandinavian Journal of Educational Research, 51, 315-326.
  • Sungur, S. & Tekkaya, C. (2006). Effects of problem- based learning and traditional instruction on self-regulated learning. The Journal of Educational Research, 99, 307-317.
  • Sungur, S., & Wenler, B. (2009). An Analysis of Turkish High School Students’ Metacognition and Motivation. Educational Research and Evaluation, 15, 43-59. Tabachnick, B.G., & Fidell, L.S. (1996). Using multivariate statistics (3rd edition). New
  • York: HarperCollinsCollegePublishers.
  • Urdan, T., & Midgley, C. (2003). Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence. Contemporary Educational Psychology, 28, 524-551.
  • Usher E.L. & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31, 125-141.
  • Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49-78.
  • Wigfield, A., & Eccles, J.S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology,25, 68-81.
  • Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2003, March). Assessing academic self-regulated learning. Paper prepared for the Conference on Indicators of Positive Development: Definitions, Measures, and Prospective Validity, Washington, DC, USA.
  • Wolters, C.A., Yu,S:Y, & Pintrich, P.R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8,211-238.
  • Yumusak, N., Sungur, S., & Cakiroglu, J. (2007). Turkish High School Students’ Biology Achievement in Relation to Academic Self-Regulation. Educational Research and Evaluation, 13, 53-69.
  • Zimmerman, B. J. (2000) Attaining self-regulation. In M Kaerts, P.R. Pintrich, & M. Zeidner (Eds). Handbook of Self-Regulation. pp. 13-39.
  • Zimmerman, B.J. & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
  • Zusho, A., & Pintrich, P.R. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25, 1081-1094.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Semra Sungur

Savaş Güngören Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2009
Yayımlandığı Sayı Yıl 2009 Cilt: 8 Sayı: 3

Kaynak Göster

APA Sungur, S., & Güngören, S. (2009). Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri ve Fen Başarıları Üzerindeki Rolü. İlköğretim Online, 8(3), 883-900.
AMA Sungur S, Güngören S. Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri ve Fen Başarıları Üzerindeki Rolü. İOO. Eylül 2009;8(3):883-900.
Chicago Sungur, Semra, ve Savaş Güngören. “Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri Ve Fen Başarıları Üzerindeki Rolü”. İlköğretim Online 8, sy. 3 (Eylül 2009): 883-900.
EndNote Sungur S, Güngören S (01 Eylül 2009) Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri ve Fen Başarıları Üzerindeki Rolü. İlköğretim Online 8 3 883–900.
IEEE S. Sungur ve S. Güngören, “Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri ve Fen Başarıları Üzerindeki Rolü”, İOO, c. 8, sy. 3, ss. 883–900, 2009.
ISNAD Sungur, Semra - Güngören, Savaş. “Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri Ve Fen Başarıları Üzerindeki Rolü”. İlköğretim Online 8/3 (Eylül 2009), 883-900.
JAMA Sungur S, Güngören S. Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri ve Fen Başarıları Üzerindeki Rolü. İOO. 2009;8:883–900.
MLA Sungur, Semra ve Savaş Güngören. “Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri Ve Fen Başarıları Üzerindeki Rolü”. İlköğretim Online, c. 8, sy. 3, 2009, ss. 883-00.
Vancouver Sungur S, Güngören S. Sınıf Ortamının Öğrencilerin Öz-Düzenleme Becerileri ve Fen Başarıları Üzerindeki Rolü. İOO. 2009;8(3):883-900.