Üniversite Öğrencilerinin Ebeveyn Stilleri ile Öz Düzenlemeli Öğrenme Stratejilerini Kullanma Düzeyleri Arasındaki İlişki

Öz

Bu araştırmanın amacı, üniversite öğrencilerinde ebeveyn stilleri ile öz düzenleme stratejileri kullanma düzeyleri arasındaki ilişkiyi belirlemektir. Bu ilişkide sosyo-ekonomik ve kültürel statü aracı değişken olarak araştırmaya dahil edilmiştir. Ailelerde anne ve babanın tercih ettikleri stiller arsında farklılık bulunması nedeniyle iki ebeveyn için ayrı ayrı veri toplanmıştır. İlişkisel tarama modeli çerçevesinde tasarlanan bu araştırmada, ebeveyn stillerinde Maccoby ve Martin ve Baumrind’in dörtlü modeli, öz düzenleme stratejileri ise Pintrich’in modeli dikkate alınmıştır. Araştırma verileri, 429 üniversite öğrencisinden toplanmış olup, katılımcıların 103’ü erkek, 305’i kadındır (Na=21). Çalışma kapsamında ebeveynlik stillerinin tanımlanmasında, Sümer ve Güngör tarafından geliştirilen ölçek kullanılmıştır. Öz-düzenleme stratejileri ve motivasyonel inançları belirlemek için, Pintrich ve De Groot tarafından geliştirilen Üredi tarafından Türkçeye uyarlanan ölçek kullanılmıştır. Ekonomik, sosyal ve kültürel statünün belirlenmesinde OECD tarafından PISA sınavında kullanılan hesaplama tekniği kullanılmıştır. Araştırma sonuçlarına göre, anne ve baba için algılanan ebeveyn stillerinin öz düzenleyici öğrenme stratejileri ve motivasyonel inançlarını kısmen etkilediği söylenebilir. Anne ve baba ebeveyn stilinin ortak etkisi bulunmazken, anne ve babanın ayrı ayrı etkilerinin olduğu sonucuna ulaşılmıştır. Anne ebeveyn stilinin etkisi babanın uyguladığı ebeveyn stilinden daha yüksektir. Demokrat ve izin verici anne ebeveyn stiline sahip katılımcılar, otoriter ve ihmalkâr stile sahip olanlara göre daha fazla, baba stilinde ise izin verici stil, ihmalkâr stilden daha fazla bilişsel strateji kullanmaktadır.

Anahtar Kelimeler

• Ebeveyn stilleri
• öz düzenlemeli öğrenme stratejileri
• sosyo-ekonomik statü

The Relationship Between Parenting Styles and Self-Regulated Learning Strategies Among University Students

Öz

This study aims to determine the relationship between parenting styles and the level of using selfregulation strategies in university students. In this relationship, the socio-economic and cultural status of the participants were included in the research as variables. Data were collected separately for both parents, as there were differences between the styles preferred by each parent. This study, designed within the framework of the relational survey model, considered Maccoby and Martin’s and Baumrind’s quadruple model for parental styles and Pintrich’s model for self-regulation strategies. Data were collected from 429 university students, 103 were males, and 305 were females (Na=21). The scale developed by Sümer and Güngör was used to define parenting styles within the scope of the study. The scale developed by Pintrich and De Groot and adapted into Turkish by Üredi was used to determine self-regulation strategies and motivational beliefs. The calculation technique used by the OECD in the PISA exam was used to determine the participants’ economic, social, and cultural status. According to the research results, it can be said that parents perceived parental styles partially affect self-regulatory learning strategies and motivational beliefs. While there was no interaction effect of the mother and father parenting style, it was concluded that the mother and father had different main effects. The influence of the maternal parenting style is greater than the parental style applied by the father. Participants with the authoritative and permissive mothering style use more cognitive strategies than those with the authoritarian and neglectful style.

Anahtar Kelimeler

• Parenting styles
• self-regulated learning strategies
• socio-economic status

Kaynakça

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