The effect of social cognitive theory based group psychoeducation program on the self-regulated learning skills and academic achievement of high school students

Öz

In this study, it was aimed to design a group psychoeducation program based on social cognitive theory to improve the self-regulated learning skills of high school students and to examine the effect of this program on the students' self-regulated learning skills and academic achievement. This research is a quasi-experimental study in which the pre-test, post-test and follow-up test results of the experimental and control groups are compared. A total of 32 volunteer students from an Anatolian High School in Turkey were randomly assigned to the experimental (n:16) or control group (n:16). The research data were obtained with personal information form and Self-regulated Learning Skills Scale. In the study, participants in the experimental group were included in an eight session psychoeducation program, while the control group was not included in any program. A psychoeducational program was applied to the students in the experimental group, with sessions held once a week for 60 minutes. A posttest was conducted following the completion of the group sessions, and a follow-up test was administered four months later to both groups. Analysis of variance (Anova), analysis of covariance (Ancova), t-test for related and independent samples were used to analyse the study data. As a result of the study, it was found that the group psychoeducation programme applied to the experimental group was effective in developing students' self-regulatory learning skills and this effect continued in the follow-up test. It was also found to be effective in increasing academic achievement. The results reveal that a group psychoeducation program based on social cognitive theory can be used to develop high school students' self-regulation skills and increase their academic success.

Anahtar Kelimeler

• Self-regulation
• learning
• academic achievement
• psychoeducation.

Etik Beyan

Research Ethics In the entire process from the planning to implementation of this research, from the collection of data to the analysis of the data, all the rules specified in the "Higher Education Institutions Scientific Research and Publication Ethics Directive" were followed. None of the actions specified in the second section of the directive, "Actions Contrary to Scientific Research and Publication Ethics", were carried out. Scientific, ethical and citation rules were followed during the writing process of this study; no falsification was made on the collected data and this study was not sent to any other academic publication environment for evaluation. Necessary ethical approvals for data collection and program implementation were obtained from the Muğla Provincial Directorate of National Education (permit number: E-70004082-604.02-47144247) and the Muğla Sıtkı Koçman University Social and Human Sciences Ethics Committee (protocol number: 220056, decision number: 42). Also Participants were asked to sign the informed consent form. Ethics committee permission information Name of the committee that conducted the ethical evaluation: Muğla Sıtkı Koçman University Social and Human Sciences Research and Publication Ethics Committee Date of ethical evaluation decision: 06.04.2022 Ethics evaluation document number: 220056, decision number: 42

Sosyal bilişsel kuram temelli grup psikoeğitim programının lise öğrencilerinin öz düzenleyici öğrenme becerilerine ve akademik başarılarına etkisi

Öz

Bu çalışmada, lise öğrencilerinin öz-düzenleyici öğrenme becerilerini geliştirmek için sosyal bilişsel kurama dayalı bir grup psikoeğitim programının tasarlanması ve bu programın öğrencilerin öz düzenleyici öğrenme becerileri ve akademik başarıları üzerindeki etkisinin incelenmesi amaçlanmıştır. Araştırma, deney ve kontrol gruplarının ön test, son test ve izleme testi sonuçlarının karşılaştırıldığı yarı deneysel desende tasarlanmış bir çalışmadır. Türkiye'de bir Anadolu Lisesinde öğrenim gören 32 gönüllü öğrenci, deney (n:16) ve kontrol (n:16) gruplarına seçkisiz yöntemle atanmıştır. Araştırma verileri, öğrencilerin kişisel bilgileri ve öz-düzenleyici öğrenme becerileri hakkında bilgi toplamak amacıyla Kişisel Bilgi Formu ve Öz-düzenleyici Öğrenme Becerileri Ölçeği kullanılarak elde edilmiştir. Çalışmada, deney grubundaki öğrencilere sekiz oturumluk bir psikoeğitim programı uygulanırken, kontrol grubundaki katılımcılara herhangi bir müdahale uygulanmamıştır. Psikoeğitim programı kapsamında, deney grubundaki öğrencilere haftada bir gün, 60 dakika süreli oturumlar gerçekleştirilmiştir. Psikoeğitim oturumlarının tamamlanmasının ardından son test yapılmış ve dört ay sonra her iki gruba da izleme testi uygulanmıştır. Araştırma verilerinin analizinde gruplar arası karşılaştırmayı sağlayan varyans analizi (Anova), kovaryans analizi (Ancova), ilişkili ve bağımsız örneklemler için t-testi kullanılmıştır. Çalışma sonucunda deney grubuna uygulanan grup psikoeğitim programının öğrencilerin öz-düzenleyici öğrenme becerilerini geliştirmede etkili olduğu ve bu etkinin izleme testinde de devam ettiği bulunmuştur. Ayrıca psikoeğitim programının öğrencilerin akademik başarılarını artırmada da olumlu etkileri olduğu tespit edilmiştir. Sonuçlar sosyal bilişsel kuram temelli grup psikoeğitim programının lise öğrencilerinin öz düzenleme becerilerini geliştirmede ve akademik başarılarını arttırmada kullanılabileceğini göstermektedir.

Anahtar Kelimeler

• Öz düzenleme
• öğrenme
• psikoeğitim
• akademik başarı

Kaynakça

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