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SELF REGULATED LEARNING: A THEORETICAL PERSPECTİVE

Yıl 2015, Sayı: 4, 97 - 118, 01.06.2015

Hülya Yıldızlı Ahmet Saban

Öz

This research makes a general assessment of self-regulated learning. Theoretical descriptions of self-regulation and self-regulated learning, and an introduction of the self-regulated learning models such as Boekearts’ Adaptive Learning Model; Borkowski’s Process-Oriented Model of Meta-cognition Model; Winne and Hadwin’s Four-phase Model of Self-regulated Learning; Pintrich’s Self-regulated Learning Model; Zimmerman’s Self-regulated Learning Model are presented. Furthermore, theoretical knowledge on strategies utilized in self-regulated learning and how to improve self-regulated learning within learning environment is also presented.

Anahtar Kelimeler

self-regulated learning models of self-regulated learning strategies of self-regulated learning

Kaynakça

  • Ataş, İ. (2009). Öz düzenleyici öğrenme stratejilerinin kullanımının ilköğretim okulu dördüncü sınıf öğrencilerinin matematik dersindeki öz yeterlik algısına ve başarısına etkisi. Yayınlanmış Yüksek Lisans Tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: PrenticeHall.
  • Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York:W. H. Freeman.
  • Bembenutty, H. (2011). Meaningful and maladaptive homework practices: The role of selfefficacy and self-regulation. Journal of Advanced Academics, 22, 448–473.
  • Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. International Journal of Educational Research, 7(2), 161-166.
  • Boekaerts, M.,& Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18, 199–210.
  • Boekaerts, M.,& Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199- 231.
  • Boekaerts, M.,& Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. İçinde, M. Boekaerts, P. R. Pintrich, & M. Zeidner, ((Eds.), Handbook of Self-regulation: Theory, Research, and Applications(ss. 417–450). San Diego, CA: Academic Press.
  • Boekaerts, M., Pintrich, P.R., &Zeidner, M. (2005). Handbook of Self- Regulation. San Diego, CA: Academic Press.
  • Bong, M. (2001). Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task-value and achievement goals. Journal of Educational Psychology, 93(1), 23–34.
  • Borkowski, J. G. (1996). Metacognition: theory or chapter heading? Learning and Individual Differences, 8(4), 391-402.
  • Borkowski, J.G., Chan, L.K.S., & Muthukrishna, N. (2000). A process-oriented model of metacognition: Links between motivation and executive functioning. İçinde, G. Schraw,& J. Impara (Eds.), Issues in the Measurement of Metacognition. Lincoln, NE: Buros Institute of Mental Measurements, University of Nebraska.
  • Borkowski, J. G.,& Muthukrishna, N., (1992). Moving metacognition into the classroom: ‘Working models’ and effective strategy teaching. İçinde, M. Pressley, K. R. Harris, &J. T. Guthrie ((Eds.). Promoting Academic Literacy: Cognitive Research and İnstructional İnnovation (ss. 477-501). Orlando, FL: Academic Press.
  • Brown, A. L., Campione, J. C., & Day, J. D. (1981). Learning to learn: On training students to learn from texts. Educational Researcher, 10(2), 14–21.
  • Butler, D.L.,& Wınne, P.H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245–281.
  • Cheng, E. C. K. (2011). The role of self-regulated learning in enhancing learning performance. The International Journal of Research and Review, 6(1), 1–16.
  • Corno, L. (1993). The best-laid plans. Modern conceptions of volition and educational research. Educational Researcher, 22(2), 14–22.
  • Çalışkan, S.,& Sezgin-Selçuk, G. (2010). Üniversite öğrencilerinin fizik problemlerinde kullandıkları öz düzenleme stratejileri: Cinsiyet ve üniversite etkileri. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 27, 50-62.
  • Eker, C. (2012). Öz düzenleme sürecinde günlüklerin eğitici işlevi. Yayınlanmamış Doktora Tezi. Abant İzzet Baysal Üniversitesi, Eğitim Bilimleri Enstitüsü, Bolu.
  • Erdoğan, F.,&Şengül, S. (2014). İlköğretim öğrencilerinin matematik dersine yönelik öz- düzenleyici öğrenme stratejileri üzerine bir inceleme. Eğitim ve Öğretim Araştırmaları Dergisi, 3(3), 108-118.
  • Goetz,T., Nett, U. E., Hall, N.C. (2013). Self regulated learning. İçinde, N. C. Hall, & T. Goetz (Eds), Emotion, Motivation and Self-Regulation: A Handbook for Teachers. Emerald Group Publishing Limited.
  • Götz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Ludtke, O. (2007). Between- and within domain relations of students’ academic emotions. Journal of Educational Psychology, 99(4), 715–733.
  • Güvenç, H. (2010) İşbirlikli öğrenme ve ders günlüklerinin öğretmen adayı öğrencilerin öz düzenlemeli öğrenmeleri üzerindeki etkileri. Kuram ve Uygulamada Eğitim Bilimleri, 10(3), 1459-1487.
  • Hattie, J., Biggs, J., &Purdie, N. (1996). Effects of learning skills interventions on student learning: a meta-analysis. Review of Educational Research, 66(2), 99-136.
  • Hong, E., Peng, Y., & Rowell, L.L. (2009). Homework self-regulation: Grade, gender, and achievement-level differences. Learning and Individual Differences, 19, 269–276.
  • Kistner, S. Rakoczy, K. Otto, B., Dignath-Van Ewijk, C., Buttner, G. Klieme, E. (2010). Promotion of self regulated learning in classrooms: ınvestigating frequency, quality and consequences for student performance. Metacognition and learning, 5, (2), 157-171.
  • Leidinger, M.,&Perels, F. (2012). Training self-regulated learning in the classroom: Development and evaluation of learning materials to train self-regulated learning during regular mathematics lessons at primary school. Education Research International, 2012, 1-14.
  • MEB. (2009). İlköğretim Matematik Dersi 6-8. Sınıflar Öğretim Programı ve Kılavuzu. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • Nilson, L. B. (2013). Creating Self-Regulated Learners: Strategies to Strengthen Students' Self –Awareness and Learning Skills. Sterling, VA: Stylus Publishing, LLC.
  • Ormrod, J. E. (2006). Educational Psychology. New Jersey: Pearson Education.
  • Özbay, A. (2008). Yabancı dilde bilgilendirici yazma alanında öz düzenleme becerilerinin kullanımı ve başarı arasındaki ilişki. Yayınlanmış Doktora Tezi. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Pape, S., Bell, C., & Yekin-Özdemir, E. (2003). Developing mathematical thinking and self- regulated learning: a teaching experiment in a seventh-grade mathematics classroom. Educational Studies in Mathematics, 53: 179–202.
  • Paris, S. G.,& Winograd, P. (1999). The role of self-regulated learning in contextual teaching: Principles and practices for teacher preparation. Contextual teaching and learning: Preparing teachers to enhance student success in the workplace and beyond (Information Series No. 376). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education; Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education.
  • Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. C. Ames, & M. Maehr (Eds.), Advances in Motivation and Achievement: Motivation Enhancing Environments(ss. 117-160). Greenwich, CT: JAI Press.
  • Pintrich, P. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470.
  • Pintrich, P. R. (2000b). The role of goal orientation in self-regulated learning. İçinde, M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (ss. 451- 502). San Diego, CA: Academic.
  • 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., & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
  • Puustinen, M., & Pulkkinen,L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3),269-286.
  • Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of educational research, 77(4), 454-499.
  • Schmitz, B.,& Wiese, B. S. (2006). New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data. Contemporary Educational Psychology, 31, 64–96.
  • Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111–139.
  • Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings, İçinde, D.H. Schunk, &B. J. Zimmerman (Eds.). Self-Regulation of Learningand Performance. New Jersey: Lawrence Erlbaum Associates Publishers.
  • Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educatıonal Psychologıst, 40(2), 85–94.
  • Schunk, D. H. (2008). Metacognition, self-regulation, and self-regulated learning: Research Recommendations. Educational Psychology Review. 20: 463–467.
  • Schunk, D.H., & Usher, E. L.(2013). Bary J. Zimmerman’s theory of self regulated learning. Applications of self regulated learning across diverse disciplines. İçinde, H. Bemmbenutty, T. J. Cleary, & A. Kitsantas,Applications of Self Regulated Learning across Diverse Disciplines, Attribute to Barry J. Zimmerman(ss. 1-28). Charlotte: Information Age Publishing Inc.
  • Stoeger, H.,&Ziegler, A. (2005). Evaluation of an elementary classroom self-regulated learning program for gifted mathematics underachievers. International Education Journal, 6(2), 261-271.
  • Sünbül, A.M. (2011). Öğretim İlke ve Yöntemleri(5. Baskı). Konya: Eğitim Kitabevi.
  • Üredi, I.,& Üredi, L.(2005). İlköğretim 8. sınıf öğrencilerinin öz düzenleme stratejileri ve motivasyonel inançlarının matematik başarısını yordama gücü.Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 250-260.
  • Weınsteın, C. Y.,& Mayer, R. (1986). The teaching of learning strategies. İçinde, M. WIittrock (Ed.),Handbook of Research on Teaching(ss. 315-327). Nueva York: Macmillan.
  • Winnie, P. H. (1996). A metacognitive view of individual differences in self-regulated learnıng. Learning and Individual Differences, 8(4), 327-353.
  • Winnie, P. H. (2001). Self regulated learning viewed from models of information processing. İçinde, B. J. Zimmerman, & D. H. Schunk, Self Regulated Learning and Academic Achievement: Theoretical Perspective(ss. 145-178)(2th Ed). New Jersey: Lawrance Erlbaum Associates, Publishers.
  • Winnie, P. H.,& Hadwin, A. F. (1998). Studying as self regulated learning. İçinde, D. Hacker, J. Dunlosky, & A. C. Graesser, (Eds),Metacognition in Educational Theory and Practise. New Jersey: Lawrence Erlbaum Associates.
  • Winne, P.H.,& Perry, N. E. (2000). Measuring self-regulated learning. İçinde, P. Pintrich, M. Boekaerts, & M. Zeidner ((Eds.),Handbook of Self-Regulation(ss. 531–566). Orlando, FL: Academic Press.
  • Wolters, C.A. (1998). Self-regulated learning and college students' regulation of motivation. Journal of Educational Psychology, 90(2), 224-235.
  • Zimmerman, B. J. (1986). Development of self-regulated learning: Which are the key subprocesses? Contemporary Educational Psychology, 16,301-313.
  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
  • Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self regulatory perspective. Educational Psychology, 33, 73–86.
  • Zimmerman, B.J. (2000). Attaining self regulation: a social cognitive perspective. İçinde,M. Boekaerts, P. R. Pintrich, & M. Zeidner(Eds),Hanbdbook of Self-Regulation(ss. 13-35). Academic Press.
  • Zimmerman, B. J. (2002). Becoming a self regulated learner: an owerview. Theory Into Practice, 41(2), 64-70.
  • Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1),166-183.
  • Zimmerman, B.J.,& Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology,30, 397–417.
  • 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.
  • Zimmerman, B.J.,& Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psvchologv, 80(3), 284-290.
  • Zimmerman, B.J.,& Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59.
  • Zimmerman, B. J., Moylan, A., Hudesman, J., White, N., & Flugman, B. (2011). Enhancing self-reflection and mathematics achievement of at-risk urban technical college students. Psychological Test and Assessment Modeling, 53 (1), 141-160.
  • Zuffianò, A., Alessandri, G., Gerbino, M., Kanacri, B. P. L., Di Giunta, L., Milioni, M., vd. (2013). Academic achievement: The unique contribution of self-efficacy beliefs in self- regulated learning beyond intelligence, personality traits, and self-esteem. Learning and Individual Differences, 23, 158–162.

ÖZDÜZENLEMELİ ÖĞRENMEYE KURAMSAL BİR BAKIŞ

Yıl 2015, Sayı: 4, 97 - 118, 01.06.2015

Hülya Yıldızlı Ahmet Saban

Öz

Bu araştırmada özdüzenlemeli öğrenme genel bir bakış açısı ile ele alınmıştır. Özdüzenlemenin ve özdüzenlemeli öğrenmenin kuramsal tanımları verilmiş ve özdüzenlemeli öğrenme modelleri olan Boekearts’ın Uyarlanabilir Öğrenme Modeli, Borkowski’nin Süreç Odaklı Üstbiliş Modeli, Winne ve Hadwin’in Dört Aşamalı Özdüzenlemeli Öğrenme Modeli, Pintrich’in Özdüzenlemeli Öğrenme Modeli, Zimmerman’ın Özdüzenlemeli Öğrenme Modeli tanıtılmıştır. Ayrıca bu araştırmada özdüzenlemeli öğrenmede kullanılan stratejileri ve öğrenme ortamı içinde özdüzenlemeli öğrenmenin nasıl geliştirileceğine dair kuramsal bilgiler yer almaktadır.

Anahtar Kelimeler

özdüzenmeli öğrenme özdüzenmeli öğrenme modelleri özdüzenlemeli öğrenme stratejileri

Kaynakça

  • Ataş, İ. (2009). Öz düzenleyici öğrenme stratejilerinin kullanımının ilköğretim okulu dördüncü sınıf öğrencilerinin matematik dersindeki öz yeterlik algısına ve başarısına etkisi. Yayınlanmış Yüksek Lisans Tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: PrenticeHall.
  • Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York:W. H. Freeman.
  • Bembenutty, H. (2011). Meaningful and maladaptive homework practices: The role of selfefficacy and self-regulation. Journal of Advanced Academics, 22, 448–473.
  • Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. International Journal of Educational Research, 7(2), 161-166.
  • Boekaerts, M.,& Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18, 199–210.
  • Boekaerts, M.,& Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199- 231.
  • Boekaerts, M.,& Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. İçinde, M. Boekaerts, P. R. Pintrich, & M. Zeidner, ((Eds.), Handbook of Self-regulation: Theory, Research, and Applications(ss. 417–450). San Diego, CA: Academic Press.
  • Boekaerts, M., Pintrich, P.R., &Zeidner, M. (2005). Handbook of Self- Regulation. San Diego, CA: Academic Press.
  • Bong, M. (2001). Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task-value and achievement goals. Journal of Educational Psychology, 93(1), 23–34.
  • Borkowski, J. G. (1996). Metacognition: theory or chapter heading? Learning and Individual Differences, 8(4), 391-402.
  • Borkowski, J.G., Chan, L.K.S., & Muthukrishna, N. (2000). A process-oriented model of metacognition: Links between motivation and executive functioning. İçinde, G. Schraw,& J. Impara (Eds.), Issues in the Measurement of Metacognition. Lincoln, NE: Buros Institute of Mental Measurements, University of Nebraska.
  • Borkowski, J. G.,& Muthukrishna, N., (1992). Moving metacognition into the classroom: ‘Working models’ and effective strategy teaching. İçinde, M. Pressley, K. R. Harris, &J. T. Guthrie ((Eds.). Promoting Academic Literacy: Cognitive Research and İnstructional İnnovation (ss. 477-501). Orlando, FL: Academic Press.
  • Brown, A. L., Campione, J. C., & Day, J. D. (1981). Learning to learn: On training students to learn from texts. Educational Researcher, 10(2), 14–21.
  • Butler, D.L.,& Wınne, P.H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245–281.
  • Cheng, E. C. K. (2011). The role of self-regulated learning in enhancing learning performance. The International Journal of Research and Review, 6(1), 1–16.
  • Corno, L. (1993). The best-laid plans. Modern conceptions of volition and educational research. Educational Researcher, 22(2), 14–22.
  • Çalışkan, S.,& Sezgin-Selçuk, G. (2010). Üniversite öğrencilerinin fizik problemlerinde kullandıkları öz düzenleme stratejileri: Cinsiyet ve üniversite etkileri. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 27, 50-62.
  • Eker, C. (2012). Öz düzenleme sürecinde günlüklerin eğitici işlevi. Yayınlanmamış Doktora Tezi. Abant İzzet Baysal Üniversitesi, Eğitim Bilimleri Enstitüsü, Bolu.
  • Erdoğan, F.,&Şengül, S. (2014). İlköğretim öğrencilerinin matematik dersine yönelik öz- düzenleyici öğrenme stratejileri üzerine bir inceleme. Eğitim ve Öğretim Araştırmaları Dergisi, 3(3), 108-118.
  • Goetz,T., Nett, U. E., Hall, N.C. (2013). Self regulated learning. İçinde, N. C. Hall, & T. Goetz (Eds), Emotion, Motivation and Self-Regulation: A Handbook for Teachers. Emerald Group Publishing Limited.
  • Götz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Ludtke, O. (2007). Between- and within domain relations of students’ academic emotions. Journal of Educational Psychology, 99(4), 715–733.
  • Güvenç, H. (2010) İşbirlikli öğrenme ve ders günlüklerinin öğretmen adayı öğrencilerin öz düzenlemeli öğrenmeleri üzerindeki etkileri. Kuram ve Uygulamada Eğitim Bilimleri, 10(3), 1459-1487.
  • Hattie, J., Biggs, J., &Purdie, N. (1996). Effects of learning skills interventions on student learning: a meta-analysis. Review of Educational Research, 66(2), 99-136.
  • Hong, E., Peng, Y., & Rowell, L.L. (2009). Homework self-regulation: Grade, gender, and achievement-level differences. Learning and Individual Differences, 19, 269–276.
  • Kistner, S. Rakoczy, K. Otto, B., Dignath-Van Ewijk, C., Buttner, G. Klieme, E. (2010). Promotion of self regulated learning in classrooms: ınvestigating frequency, quality and consequences for student performance. Metacognition and learning, 5, (2), 157-171.
  • Leidinger, M.,&Perels, F. (2012). Training self-regulated learning in the classroom: Development and evaluation of learning materials to train self-regulated learning during regular mathematics lessons at primary school. Education Research International, 2012, 1-14.
  • MEB. (2009). İlköğretim Matematik Dersi 6-8. Sınıflar Öğretim Programı ve Kılavuzu. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • Nilson, L. B. (2013). Creating Self-Regulated Learners: Strategies to Strengthen Students' Self –Awareness and Learning Skills. Sterling, VA: Stylus Publishing, LLC.
  • Ormrod, J. E. (2006). Educational Psychology. New Jersey: Pearson Education.
  • Özbay, A. (2008). Yabancı dilde bilgilendirici yazma alanında öz düzenleme becerilerinin kullanımı ve başarı arasındaki ilişki. Yayınlanmış Doktora Tezi. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Pape, S., Bell, C., & Yekin-Özdemir, E. (2003). Developing mathematical thinking and self- regulated learning: a teaching experiment in a seventh-grade mathematics classroom. Educational Studies in Mathematics, 53: 179–202.
  • Paris, S. G.,& Winograd, P. (1999). The role of self-regulated learning in contextual teaching: Principles and practices for teacher preparation. Contextual teaching and learning: Preparing teachers to enhance student success in the workplace and beyond (Information Series No. 376). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education; Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education.
  • Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. C. Ames, & M. Maehr (Eds.), Advances in Motivation and Achievement: Motivation Enhancing Environments(ss. 117-160). Greenwich, CT: JAI Press.
  • Pintrich, P. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470.
  • Pintrich, P. R. (2000b). The role of goal orientation in self-regulated learning. İçinde, M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (ss. 451- 502). San Diego, CA: Academic.
  • 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., & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
  • Puustinen, M., & Pulkkinen,L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3),269-286.
  • Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of educational research, 77(4), 454-499.
  • Schmitz, B.,& Wiese, B. S. (2006). New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data. Contemporary Educational Psychology, 31, 64–96.
  • Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111–139.
  • Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings, İçinde, D.H. Schunk, &B. J. Zimmerman (Eds.). Self-Regulation of Learningand Performance. New Jersey: Lawrence Erlbaum Associates Publishers.
  • Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educatıonal Psychologıst, 40(2), 85–94.
  • Schunk, D. H. (2008). Metacognition, self-regulation, and self-regulated learning: Research Recommendations. Educational Psychology Review. 20: 463–467.
  • Schunk, D.H., & Usher, E. L.(2013). Bary J. Zimmerman’s theory of self regulated learning. Applications of self regulated learning across diverse disciplines. İçinde, H. Bemmbenutty, T. J. Cleary, & A. Kitsantas,Applications of Self Regulated Learning across Diverse Disciplines, Attribute to Barry J. Zimmerman(ss. 1-28). Charlotte: Information Age Publishing Inc.
  • Stoeger, H.,&Ziegler, A. (2005). Evaluation of an elementary classroom self-regulated learning program for gifted mathematics underachievers. International Education Journal, 6(2), 261-271.
  • Sünbül, A.M. (2011). Öğretim İlke ve Yöntemleri(5. Baskı). Konya: Eğitim Kitabevi.
  • Üredi, I.,& Üredi, L.(2005). İlköğretim 8. sınıf öğrencilerinin öz düzenleme stratejileri ve motivasyonel inançlarının matematik başarısını yordama gücü.Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 250-260.
  • Weınsteın, C. Y.,& Mayer, R. (1986). The teaching of learning strategies. İçinde, M. WIittrock (Ed.),Handbook of Research on Teaching(ss. 315-327). Nueva York: Macmillan.
  • Winnie, P. H. (1996). A metacognitive view of individual differences in self-regulated learnıng. Learning and Individual Differences, 8(4), 327-353.
  • Winnie, P. H. (2001). Self regulated learning viewed from models of information processing. İçinde, B. J. Zimmerman, & D. H. Schunk, Self Regulated Learning and Academic Achievement: Theoretical Perspective(ss. 145-178)(2th Ed). New Jersey: Lawrance Erlbaum Associates, Publishers.
  • Winnie, P. H.,& Hadwin, A. F. (1998). Studying as self regulated learning. İçinde, D. Hacker, J. Dunlosky, & A. C. Graesser, (Eds),Metacognition in Educational Theory and Practise. New Jersey: Lawrence Erlbaum Associates.
  • Winne, P.H.,& Perry, N. E. (2000). Measuring self-regulated learning. İçinde, P. Pintrich, M. Boekaerts, & M. Zeidner ((Eds.),Handbook of Self-Regulation(ss. 531–566). Orlando, FL: Academic Press.
  • Wolters, C.A. (1998). Self-regulated learning and college students' regulation of motivation. Journal of Educational Psychology, 90(2), 224-235.
  • Zimmerman, B. J. (1986). Development of self-regulated learning: Which are the key subprocesses? Contemporary Educational Psychology, 16,301-313.
  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
  • Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self regulatory perspective. Educational Psychology, 33, 73–86.
  • Zimmerman, B.J. (2000). Attaining self regulation: a social cognitive perspective. İçinde,M. Boekaerts, P. R. Pintrich, & M. Zeidner(Eds),Hanbdbook of Self-Regulation(ss. 13-35). Academic Press.
  • Zimmerman, B. J. (2002). Becoming a self regulated learner: an owerview. Theory Into Practice, 41(2), 64-70.
  • Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1),166-183.
  • Zimmerman, B.J.,& Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology,30, 397–417.
  • 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.
  • Zimmerman, B.J.,& Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psvchologv, 80(3), 284-290.
  • Zimmerman, B.J.,& Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59.
  • Zimmerman, B. J., Moylan, A., Hudesman, J., White, N., & Flugman, B. (2011). Enhancing self-reflection and mathematics achievement of at-risk urban technical college students. Psychological Test and Assessment Modeling, 53 (1), 141-160.
  • Zuffianò, A., Alessandri, G., Gerbino, M., Kanacri, B. P. L., Di Giunta, L., Milioni, M., vd. (2013). Academic achievement: The unique contribution of self-efficacy beliefs in self- regulated learning beyond intelligence, personality traits, and self-esteem. Learning and Individual Differences, 23, 158–162.
Toplam 67 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA23JJ32YV
Bölüm Araştırma Makalesi
Yazarlar

Hülya Yıldızlı Bu kişi benim

Ahmet Saban Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2015
Yayımlandığı Sayı Yıl 2015 Sayı: 4

Kaynak Göster

APA Yıldızlı, H., & Saban, A. (2015). ÖZDÜZENLEMELİ ÖĞRENMEYE KURAMSAL BİR BAKIŞ. Uluslararası Eğitim Bilimleri Dergisi(4), 97-118.
AMA Yıldızlı H, Saban A. ÖZDÜZENLEMELİ ÖĞRENMEYE KURAMSAL BİR BAKIŞ. INES Journal. Haziran 2015;(4):97-118.
Chicago Yıldızlı, Hülya, ve Ahmet Saban. “ÖZDÜZENLEMELİ ÖĞRENMEYE KURAMSAL BİR BAKIŞ”. Uluslararası Eğitim Bilimleri Dergisi, sy. 4 (Haziran 2015): 97-118.
EndNote Yıldızlı H, Saban A (01 Haziran 2015) ÖZDÜZENLEMELİ ÖĞRENMEYE KURAMSAL BİR BAKIŞ. Uluslararası Eğitim Bilimleri Dergisi 4 97–118.
IEEE H. Yıldızlı ve A. Saban, “ÖZDÜZENLEMELİ ÖĞRENMEYE KURAMSAL BİR BAKIŞ”, INES Journal, sy. 4, ss. 97–118, Haziran 2015.
ISNAD Yıldızlı, Hülya - Saban, Ahmet. “ÖZDÜZENLEMELİ ÖĞRENMEYE KURAMSAL BİR BAKIŞ”. Uluslararası Eğitim Bilimleri Dergisi 4 (Haziran 2015), 97-118.
JAMA Yıldızlı H, Saban A. ÖZDÜZENLEMELİ ÖĞRENMEYE KURAMSAL BİR BAKIŞ. INES Journal. 2015;:97–118.
MLA Yıldızlı, Hülya ve Ahmet Saban. “ÖZDÜZENLEMELİ ÖĞRENMEYE KURAMSAL BİR BAKIŞ”. Uluslararası Eğitim Bilimleri Dergisi, sy. 4, 2015, ss. 97-118.
Vancouver Yıldızlı H, Saban A. ÖZDÜZENLEMELİ ÖĞRENMEYE KURAMSAL BİR BAKIŞ. INES Journal. 2015(4):97-118.