Bilişsel, Duygusal ve Davranışsal Öz Düzenleme Performanslarının Akademik Başarıya Etkisi: İlkokul İkinci Sınıf Öğrencileri Örneği

Yıl 2024, , 1455 - 1467, 15.10.2024

İhsan Akeren

https://doi.org/10.33206/mjss.1382273

Öz

Öz düzenlemenin boyutları olan bilişsel düzenleme, duygusal düzenleme ve davranışsal düzenlemenin akademik başarı üzerindeki etkisinin incelenmesi mevcut araştırmanın amacıdır. Köy ve şehir merkezinden seçilen 41 ilkokul ikinci sınıf öğrencisinin (yaş x̄= 8±,45, n= 19 kız, 22 erkek) dahil edildiği araştırmada katılımcıların bilişsel, duygusal ve davranışsal öz düzenleme performansları ölçülmüş ve ölçümlerin akademik başarı ile ilişkileri analiz edilmiştir. Bulgular, davranışsal düzenleme performansının diğer düzenleme performansları ve akademik başarıyla ilişkili olmadığını (r= -,06 - ,06, p> ,05), bilişsel düzenlemenin (r= ,75, p< ,01), duygusal düzenlemenin (r= ,59, p< ,01) akademik başarıyla anlamlı ilişkilere sahip olduğunu göstermektedir. Yapılan regresyon analizine göre bilişsel düzenleme akademik başarıdaki varyansın %57’sini, duygusal düzenleme ise akademik başarıdaki varyansın %7’sini açıklamaktadır. Ortalamalar cinsiyete ve yaşa göre karşılaştırıldığında ise kızların bilişsel düzenleme performanslarının (x̄= 281,05±90,93) erkeklerinkinden (x̄= 207,64±101,95) yüksek olduğu sonucuna ulaşılmıştır (F= ,63, t= 2,42). Diğer ortalamalara bakıldığında duygusal düzenleme performansının ve akademik başarının cinsiyete ve yaşa göre anlamlı düzeyde farklılaşmadığı sonucuna ulaşılmıştır. Bulgular, literatür kapsamında tartışılmış, davranış düzenleme performansının diğer düzenleme alanları ve akademik başarıyla ilişkili olmaması, her ne kadar performans ölçümü de olsa katılımcı sayısının görece az olması mevcut çalışmanın sınırlılıkları olarak değerlendirilmektedir. Bu nedenle sonraki çalışmalar için davranış düzenleme performansını geçerli şekilde ölçen bir etkinlik geliştirilmesi ve mevcut çalışmanın daha fazla katılımcı üzerinde tekrarlanması önerilmektedir.

Anahtar Kelimeler

Bilişsel Duygusal Davranışsal Düzenleme, Öz Düzenleme, Akademik Başarı

Etik Beyan

“İlkokul İkinci Sınıf Öğrencilerinde Bilişsel, Duygusal ve Davranışsal Öz Düzenleme Performanslarının Akademik Başarıya Etkisi” başlıklı çalışmanın yazım sürecinde bilimsel kurallara, etik ve alıntı kurallarına uyulmuş; toplanan veriler üzerinde herhangi bir tahrifat yapılmamış ve bu çalışma herhangi başka bir akademik yayın ortamına değerlendirme için gönderilmemiştir. Gerekli olan etik kurul izinleri Bayburt Üniversitesi Etik Kurulu’nun 27.04.2023 tarih ve 152 sayılı kararı ile alınmıştır.

Teşekkür

Ölçüm araçlarının geliştirilmesi, pilot uygulama ve araştırma uygulamasındaki öz verisi için Sınıf Öğretmeni Mevlüt ÇELİK’e saygı ve teşekkürlerimi sunarım.

The Effect of Cognitive, Emotional and Behavioral Self-Regulation Performances on Academic Achievement: The Case of Elementary School Second Grade Students

Öz

The purpose of the present study is to examine the effect of cognitive regulation, emotional regulation, and behavioral regulation, which are the dimensions of self-regulation, on academic achievement. Forty-one second grade elementary school students (age x̄= 8±,45, n= 19 girls, 22 boys) selected from rural and urban centers were included in the study in which participants' cognitive, emotional, and behavioral self-regulation performances were measured and their relationships with academic achievement were analyzed. The results showed that behavioral regulation performance was not related to other regulation performance and academic achievement (r= -,06 - ,06, p> ,05), while cognitive regulation (r= ,75, p< ,01) and emotional regulation (r= ,59, p< ,01) had significant relationships with academic achievement. According to the regression analysis, cognitive regulation explains 57% of the variance in academic achievement and emotional regulation explains 7% of the variance in academic achievement. When the means were compared by gender and age, it was found that the cognitive regulation performance of girls (x̄ = 281,05±90,93) was higher than that of boys (x̄= 207,64±101,95) (F= ,63, t= 2,42). Considering the other means, it was concluded that emotional regulation performance and academic achievement did not differ significantly according to gender and age. The results were discussed in the context of the literature, and the fact that behavioral regulation performance is not related to other regulation domains and academic achievement, and the relatively small number of participants, although it is a performance measure, are considered as limitations of the current study. Therefore, it is recommended to develop an activity that validly measures behavioral regulation performance for future studies and to replicate the current study with more participants.

Anahtar Kelimeler

Cognitive Emotional Behavioural Regulation, Self-Regulation, Academic Achievement

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