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

Yıl 2023, Cilt: 57 Sayı: 57 - EBD 57. Sayı, 109 - 127, 31.01.2023

Süleyman Avcı , Tuncay Akınci

https://doi.org/10.15285/maruaebd.1103282

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

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