Cognitive Self-Regulation Strategy: Mixed Method Research

Yıl 2020, Cilt 5, Sayı 1, 24 - 34, 29.06.2020

Serhat ARSLAN Burku ÖZDEMİR

https://doi.org/10.32568/jfce.680584

Öz

The aim of this study is to apply the Cognitive Self-Regulation Scale developed by Fabio Alivernini, Sara Manganelli, Elisa Cavicchiolo, Andrea Chirico, and Fabio Lucidi (2018) to Turkish language by adapting it to Turkish culture. The study was applied to 350 students between the ages of 12-15. As a result of reliability analyses, Cronbach's alpha coefficient for the whole scale was found to be .72. The results of the confirmatory factor analysis showed that the four-dimensional model of the scale was appropriate to the Turkish sample (x²=213.33, df=54, p=0.00, RMSEA=.09, NFI=.84, NNFI=.85, CFI=.88, IFI=.88, RFI=.81, AGFI=.87, GFI=.91, and SRMR=.15).  In addition, the opinions of teachers about cognitive self-regulation were taken in the research. When the results obtained from the qualitative findings were examined, most of the teachers stated that they tried to find common points in order to make connections between the subjects they worked in different fields. They stated that they do coding to ensure the permanence of the concepts that they see as a key point, and that they check whether they have fully learned the subject they are working on.

Anahtar Kelimeler

Cognitive self-regulation, self-regulation, adaptation, validity, reliability

Kaynakça

• Akınoğlu, O., & Sarı, A. (2009). Self-regulated Learning: Models and Applications. M.U. Journal of Educational Sciences of Atatürk Education Faculty , 29, 139-154. Akkan, Y., Özgül, M., & Öztürk, M. (2018). Comparative Case Study for Metacognitive Self-Regulation Teaching to Secondary School Students: A Study on the Processes of Activity Design by Prospective Primary Mathematics Teachers Mehmet Journal of Akif Ersoy University Faculty of Education, 48, 54-84. Bartels, J., Jakson, S., & Ryan, J. (2010). Dispositional Approach-Avoidance Achievement Motivation and Cognitive Self-regulated Learning: The Mediation of Achievement Goals. Individual Differences Research, 8 (2), 97-110. Bond, R., Richardson, M., & Abraham, C. (2012). Psychological Correlates of University Students’ Academic Performance: A Systematic Review and Meta-Analysis. Psychological Bulletin, 138 (2), 353-387. Ferrier, D., Basset, H., (2018). Indirect effects of cognitive self-regulation on the relation between emotion knowledge and emotionality. EARLY CHILD DEVELOPMENT AND CARE, 188 (7), 966-979 Hubert, B., & Florin, A. (2017). Cognitive self-regulation and social functioning among French children: A longitudinal study from kindergarten to first grade. PsyCh Journal 6, 57–75. Karakaş,N., (2009). The effects of portfolios used in the process of assessment of mathematics lesson on 5th grade students’ self regulation skills, cognitive strategy use and views, İstanbul. Manfra, Louis, (2006). The effects of speech awareness and speech instructions on young children's self -talk and cognitive self -regulation during a dimensional change counting task Manganelli, S.,Alivernini, F. & Mallia, L. (2015). The Development And Psychometric Properties of The Self Regulated Knowledge Scale University. ECPS Journel,12, 235-254. Mattern, J., Bauer, J. (2014). Does Teachers Cognitive Self-Regulation İncrease Their Occupational Well-Being? The Structure and Role of Self-Regulation in The Teaching Context. Teaching and Teacher Education 43,58-68. Matthews, J., Marulis, L., & Williford, A (2014). Gender processes in school functioning and the mediating role of cognitive self-regulation. Journal of Applied Developmental Psychology, 35, 128-137. Perry, D., & Steck, A.,(2015). Increasing Student Engagement, Self-Efficacy, and Meta-Cognitive Self-Regulation in the High School Geometry Classroom: Do iPads Help?, Computers in the Schools, 32:122–143 Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407. ProQuest Dissertations Publishing, 2006. 3221385 Rasplica, Caitlin K., (2016). Examining the relationship of early literacy skills and cognitive self-regulation to kindergarten readiness of preschool students. ProQuest Dissertations Publishing. 10142189.