Araştırma Makalesi
BibTex RIS Kaynak Göster

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

Yıl 2024, Cilt: 13 Sayı: 4, 1455 - 1467, 15.10.2024
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.

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.

Kaynakça

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
  • Berk, L.E. (2013). Çocuk gelişimi. (A. Dönmez, Çev.). Bekir Onur (Ed.). Ankara: İmge.
  • Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1(2), 100. https://doi.org/10.1027/1016-9040.1.2.100
  • Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161-186. https://doi.org/10.1016/S0959- 4752(96)00015-1
  • Borkowski, J. G. (1996). Metacognition: Theory or chapter heading? Learning and Individual Differences, 8(4), 391-402. https://doi.org/10.1016/S1041-6080(96)90025-4
  • Bronson, M. B. (2000). Self-regulation in early childhood: nature and nurture. New York: Guilford.
  • Chang, F., & Burns, B. M. (2005). Attention in preschoolers: Associations with effortful control and motivation. Child Development, 76, 247−263. https://doi.org/10.1111/j.1467-8624.2005.00842.x
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). New York: Routledge.
  • Conesa, P., & Duñabeitia, J. A. (2022). Adaptation and validation to Spanish elementary school children of the Academic Self-Regulation Questionnaire (SRQ-A). Electronic Journal of Research in Education Psychology, 20(57), 403-426. https://doi.org/10.25115/ejrep.v20i57.6013
  • Cortés Pascual, A., Moyano Muñoz, N., & Quilez Robres, A. (2019). The relationship between executive functions and academic performance in primary education: Review and meta-analysis. Frontiers in Psychology, 10, 1582. https://doi.org/10.3389/fpsyg.2019.01582
  • Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28, 425-474. https://doi.org/10.1007/s10648-015-9320-8
  • Driscoll, M. P., & Burner, K. J. (2005). Psychology of learning for instruction. Pearson Allyn and Bacon: Boston.
  • Edossa, A. K., Schroeders, U., Weinert, S., & Artelt, C. (2018). The development of emotional and behavioral self- regulation and their effects on academic achievement in childhood. International Journal of Behavioral Development, 42(2), 192-202. https://doi.org/10.1037/bul0000227
  • Eisenberg, N., Liew, J. & Pidada, S. U. (2004). The longitudinal relations of regulation and emotionality to quality of Indonesian children’s socioemotional functioning. Developmental Psychology, 40(5), 790-804. https://doi.org/10.1037/0012-1649.40.5.790
  • Erol, A., İvrendi, A. (2018). Developing an instrument for measuring self-regulation skills of 4-6 - year -old children (mother form). PAU Journal of Education 44, 178-195. https://doi.org/10.9779/PUJE.2018.213
  • Feraco, T., Casali, N., Ganzit, E., & Meneghetti, C. (2022). Adaptability and emotional, behavioural and cognitive aspects of self‐regulated learning: Direct and indirect relations with academic achievement and life satisfaction. British Journal of Educational Psychology, 93(1), 353-367. https://doi.org/10.1111/bjep.12560
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2023). How to design and evaluate research in education (11th ed.). New York: McGraw-Hill.
  • Gestsdottir, S., von Suchodoletz, A., Wanless, S. B., Hubert, B., Guimard, P., Birgisdottir, F., ... & McClelland, M. (2014). Early behavioral self-regulation, academic achievement, and gender: Longitudinal findings from France, Germany, and Iceland. Applied Developmental Science, 18(2), 90-109. https://doi.org/10.1080/10888691.2014.894870
  • Gibbs, L., Nursey, J., Cook, J., Ireton, G., Alkemade, N., Roberts, M., ... & Forbes, D. (2019). Delayed disaster impacts on academic performance of primary school children. Child Development, 90(4), 1402-1412. https://doi.org/10.1111/cdev.13200
  • Gonzales, C. R., Bowles, R., Geldhof, G. J., Cameron, C. E., Tracy, A., & McClelland, M. M. (2021). The Head-Toes- Knees-Shoulders Revised (HTKS-R): Development and psychometric properties of a revision to reduce floor effects. Early Childhood Research Quarterly, 56, 320-332. https://doi.org/10.1016/j.ecresq.2021.03.008
  • Hernández, M. M., Eisenberg, N., Valiente, C., Spinrad, T. L., Johns, S. K., Berger, R. H., ... & Southworth, J. (2018). Self- regulation and academic measures across the early elementary school grades: Examining longitudinal and bidirectional associations. Early Education and Development, 29(7), 914-938. https://doi.org/10.1080/10409289.2018.1496722
  • Jeong, Y., & Jung, M. J. (2016). Application and interpretation of hierarchical multiple regression. Orthopaedic Nursing, 35(5), 338-341. https://doi.org/10.1097/NOR.0000000000000279
  • Kanfer, F. H. (1970). Self-regulation: Research, issues, and speculations. Behavior Modification in Clinical Psychology, 74, 178-220.
  • Kawulich, Barbara B. (2005). Participant observation as a data collection method. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 6(2). Art. 43, https://doi.org/10.17169/fqs-6.2.466
  • Kephart, N. C. (1960). The slow learner in the classroom. Charles E. Merrill.
  • Kim, H. Y. (2013). Statistical notes for clinical researchers: assessing normal distribution (2) using skewness and kurtosis. Restorative Dentistry & Endodontics, 38(1), 52-54. https://doi.org/10.5395/rde.2013.38.1.52
  • Koca, F., & Dadandı, İ. (2019). The mediation roles of test anxiety and academic motivation in the relationship between academic self-efficacy and academic achievement. Elementary Education Online, 18(1), 241-252. https://doi.org/10.17051/ilkonline.2019.527150
  • Kokkinos, C. M., Algiovanoglou, I., & Voulgaridou, I. (2019). Emotion regulation and relational aggression in adolescents: Parental attachment as moderator. Journal of Child and Family Studies, 28, 3146-3160. https://doi.org/10.1007/s10826-019-01491-9
  • Kpolovie, P. J., Joe, A. I., & Okoto, T. (2014). Academic achievement prediction: Role of interest in learning and attitude towards school. International Journal of Humanities Social Sciences and Education (IJHSSE), 1(11), 73- 100.
  • Manganelli, S., Cavicchiolo, E., Mallia, L., Biasi, V., Lucidi, F., & Alivernini, F. (2019). The interplay between self- determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance. Educational Psychology, 39(4), 470-488. https://doi.org/10.1080/01443410.2019.1572104
  • Marczyk, G. R., DeMatteo, D., & Festinger, D. (2005). Essentials of research design and methodology. John Wiley & Sons.
  • Matthews, J. S., Ponitz, C. C., & Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of Educational Psychology, 101(3), 689. https://doi.org/10.1037/a0014240
  • McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly. 28(2), 314- 324. https://doi.org/10.1016/j.ecresq.2012.07.008
  • McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M. E. (2014). Predictors of early growth in academic achievement: The head-toes-knees-shoulders task. Frontiers in Psychology, 5, 599. https://doi.org/10.3389/fpsyg.2014.00599
  • McClelland, M. M., Gonzales, C. R., Cameron, C. E., Geldhof, G. J., Bowles, R. P., Nancarrow, A. F., ... & Tracy, A. (2021). The Head-Toes-Knees-Shoulders revised: Links to academic outcomes and measures of EF in young children. Frontiers in Psychology, 12, 721846. https://doi.org/10.3389/fpsyg.2021.721846
  • Montroy, J. J., Bowles, R. P., Skibbe, L. E., & Foster, T. D. (2014). Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement. Early Childhood Research Quarterly, 29(3), 298-309. https://doi.org/10.1016/j.ecresq.2014.03.002
  • Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., & Morrison, F. J. (2016). The development of self- regulation across early childhood. Developmental Psychology, 52(11), 1744. https://doi.org/10.1037/dev0000159
  • Ning, H. K., & Downing, K. (2010). The reciprocal relationship between motivation and self-regulation: A longitudinal study on academic performance. Learning and Individual Differences, 20(6), 682-686. https://doi.org/10.1016/j.lindif.2010.09.010
  • Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 41(3), 198-215. https://doi.org/10.1016/j.ijer.2005.07.001
  • Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341. https://doi.org/10.1007/s10648-006-9029-9
  • Peng, P., Barnes, M., Wang, C., Wang, W., Li, S., Swanson, H. L., ... & Tao, S. (2018). A meta-analysis on the relation between reading and working memory. Psychological Bulletin, 144(1), 48. https://doi.org/10.1037/bul0000124
  • Peng, P., Wang, T., Wang, C., & Lin, X. (2019). A meta-analysis on the relation between fluid intelligence and reading/mathematics: Effects of tasks, age, and social economics status. Psychological Bulletin, 145(2), 189. https://doi.org/10.1037/bul0000182
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502). Academic Press.
  • Ponitz, C. C., McClelland, M. M., Matthews, J. S. ve Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45(3), 605-619. https://doi.org/10.1037/a0015365
  • Posner, M. I., & Rothbart, M. K. (2000). Developing mechanisms of self-regulation. Development and Psychopathology, 12(3), 427-441. https://doi.org/10.1017/S0954579400003096
  • Reilly, D., Neumann, D. L., & Andrews, G. (2019). Gender differences in reading and writing achievement: Evidence from the National Assessment of Educational Progress (NAEP). American Psychologist, 74(4), 445. https://doi.org/10.1037/amp0000356
  • Sanchis-Sanchis, A., Grau, M. D., Moliner, A. R., & Morales-Murillo, C. P. (2020). Effects of age and gender in emotion regulation of children and adolescents. Frontiers in Psychology, 11, 946. https://doi.org/10.3389/fpsyg.2020.00946
  • Sawyer, A. C. P., Chittleborough, C. R., Mittinty, M. N., Miller‐Lewis, L. R., Sawyer, M. G., Sullivan, T., & Lynch, J. W. (2015). Are trajectories of self‐regulation abilities from ages 2–3 to 6–7 associated with academic achievement in the early school years? Child: Care, Health and Development, 41(5), 744-754. https://doi.org/10.1111/cch.12208
  • Sektnan, M., McClelland, M.M., Acock, A. & Morrison, F.I. (2010). Relations between early family risk, children’s behavioral regulation and academic achievement. Early Childhood Research Quarterly, 25(4), 464-479. https://doi.org/10.1016/j.ecresq.2010.02.005
  • Senemoğlu, N. (2012). Gelişim öğrenme ve öğretim: kuramdan uygulamaya (21. basım) Ankara: Pegem Akademi.
  • Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173-187. https://doi.org/10.1016/j.ecresq.2007.01.002
  • Tetik, S., & Önder, F. C. (2021). Adaptation of the Emotion Regulation Questionnaire for children and adolescents (ERQ–CA) into Turkish. Journal of Çukurova University Institute of Social Sciences, 30(2), 87-100. https://doi.org/10.35379/cusosbil.942135
  • Topçu, M. S., & Yılmaz Tüzün, Ö. (2009). Elementary students’ metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status. Elementary Education Online, 8(3), 676- 693.
  • Winne, P. H. (1996). A metacognitive view of individual differences in self-regulated learning. Learning and İndividual Differences, 8(4), 327-353. https://doi.org/10.1016/S1041-6080(96)90022-9
  • Wu, J. Y., & Cheng, T. (2019). Who is better adapted in learning online within the personal learning environment? Relating gender differences in cognitive attention networks to digital distraction. Computers & Education, 128, 312-329. https://doi.org/10.1016/j.compedu.2018.08.016
  • Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307-313. https://doi.org/10.1016/0361-476X(86)90027-5
  • Zimmerman, B. J. (2000). Attaining self-regulation: a social cognitive perspective. In Handbook of self- regulation (pp. 13-39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
  • Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135-147. https://doi.org/10.1080/00461520.2013.794676

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

Yıl 2024, Cilt: 13 Sayı: 4, 1455 - 1467, 15.10.2024
https://doi.org/10.33206/mjss.1382273

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.

Kaynakça

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
  • Berk, L.E. (2013). Çocuk gelişimi. (A. Dönmez, Çev.). Bekir Onur (Ed.). Ankara: İmge.
  • Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1(2), 100. https://doi.org/10.1027/1016-9040.1.2.100
  • Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161-186. https://doi.org/10.1016/S0959- 4752(96)00015-1
  • Borkowski, J. G. (1996). Metacognition: Theory or chapter heading? Learning and Individual Differences, 8(4), 391-402. https://doi.org/10.1016/S1041-6080(96)90025-4
  • Bronson, M. B. (2000). Self-regulation in early childhood: nature and nurture. New York: Guilford.
  • Chang, F., & Burns, B. M. (2005). Attention in preschoolers: Associations with effortful control and motivation. Child Development, 76, 247−263. https://doi.org/10.1111/j.1467-8624.2005.00842.x
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). New York: Routledge.
  • Conesa, P., & Duñabeitia, J. A. (2022). Adaptation and validation to Spanish elementary school children of the Academic Self-Regulation Questionnaire (SRQ-A). Electronic Journal of Research in Education Psychology, 20(57), 403-426. https://doi.org/10.25115/ejrep.v20i57.6013
  • Cortés Pascual, A., Moyano Muñoz, N., & Quilez Robres, A. (2019). The relationship between executive functions and academic performance in primary education: Review and meta-analysis. Frontiers in Psychology, 10, 1582. https://doi.org/10.3389/fpsyg.2019.01582
  • Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28, 425-474. https://doi.org/10.1007/s10648-015-9320-8
  • Driscoll, M. P., & Burner, K. J. (2005). Psychology of learning for instruction. Pearson Allyn and Bacon: Boston.
  • Edossa, A. K., Schroeders, U., Weinert, S., & Artelt, C. (2018). The development of emotional and behavioral self- regulation and their effects on academic achievement in childhood. International Journal of Behavioral Development, 42(2), 192-202. https://doi.org/10.1037/bul0000227
  • Eisenberg, N., Liew, J. & Pidada, S. U. (2004). The longitudinal relations of regulation and emotionality to quality of Indonesian children’s socioemotional functioning. Developmental Psychology, 40(5), 790-804. https://doi.org/10.1037/0012-1649.40.5.790
  • Erol, A., İvrendi, A. (2018). Developing an instrument for measuring self-regulation skills of 4-6 - year -old children (mother form). PAU Journal of Education 44, 178-195. https://doi.org/10.9779/PUJE.2018.213
  • Feraco, T., Casali, N., Ganzit, E., & Meneghetti, C. (2022). Adaptability and emotional, behavioural and cognitive aspects of self‐regulated learning: Direct and indirect relations with academic achievement and life satisfaction. British Journal of Educational Psychology, 93(1), 353-367. https://doi.org/10.1111/bjep.12560
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2023). How to design and evaluate research in education (11th ed.). New York: McGraw-Hill.
  • Gestsdottir, S., von Suchodoletz, A., Wanless, S. B., Hubert, B., Guimard, P., Birgisdottir, F., ... & McClelland, M. (2014). Early behavioral self-regulation, academic achievement, and gender: Longitudinal findings from France, Germany, and Iceland. Applied Developmental Science, 18(2), 90-109. https://doi.org/10.1080/10888691.2014.894870
  • Gibbs, L., Nursey, J., Cook, J., Ireton, G., Alkemade, N., Roberts, M., ... & Forbes, D. (2019). Delayed disaster impacts on academic performance of primary school children. Child Development, 90(4), 1402-1412. https://doi.org/10.1111/cdev.13200
  • Gonzales, C. R., Bowles, R., Geldhof, G. J., Cameron, C. E., Tracy, A., & McClelland, M. M. (2021). The Head-Toes- Knees-Shoulders Revised (HTKS-R): Development and psychometric properties of a revision to reduce floor effects. Early Childhood Research Quarterly, 56, 320-332. https://doi.org/10.1016/j.ecresq.2021.03.008
  • Hernández, M. M., Eisenberg, N., Valiente, C., Spinrad, T. L., Johns, S. K., Berger, R. H., ... & Southworth, J. (2018). Self- regulation and academic measures across the early elementary school grades: Examining longitudinal and bidirectional associations. Early Education and Development, 29(7), 914-938. https://doi.org/10.1080/10409289.2018.1496722
  • Jeong, Y., & Jung, M. J. (2016). Application and interpretation of hierarchical multiple regression. Orthopaedic Nursing, 35(5), 338-341. https://doi.org/10.1097/NOR.0000000000000279
  • Kanfer, F. H. (1970). Self-regulation: Research, issues, and speculations. Behavior Modification in Clinical Psychology, 74, 178-220.
  • Kawulich, Barbara B. (2005). Participant observation as a data collection method. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 6(2). Art. 43, https://doi.org/10.17169/fqs-6.2.466
  • Kephart, N. C. (1960). The slow learner in the classroom. Charles E. Merrill.
  • Kim, H. Y. (2013). Statistical notes for clinical researchers: assessing normal distribution (2) using skewness and kurtosis. Restorative Dentistry & Endodontics, 38(1), 52-54. https://doi.org/10.5395/rde.2013.38.1.52
  • Koca, F., & Dadandı, İ. (2019). The mediation roles of test anxiety and academic motivation in the relationship between academic self-efficacy and academic achievement. Elementary Education Online, 18(1), 241-252. https://doi.org/10.17051/ilkonline.2019.527150
  • Kokkinos, C. M., Algiovanoglou, I., & Voulgaridou, I. (2019). Emotion regulation and relational aggression in adolescents: Parental attachment as moderator. Journal of Child and Family Studies, 28, 3146-3160. https://doi.org/10.1007/s10826-019-01491-9
  • Kpolovie, P. J., Joe, A. I., & Okoto, T. (2014). Academic achievement prediction: Role of interest in learning and attitude towards school. International Journal of Humanities Social Sciences and Education (IJHSSE), 1(11), 73- 100.
  • Manganelli, S., Cavicchiolo, E., Mallia, L., Biasi, V., Lucidi, F., & Alivernini, F. (2019). The interplay between self- determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance. Educational Psychology, 39(4), 470-488. https://doi.org/10.1080/01443410.2019.1572104
  • Marczyk, G. R., DeMatteo, D., & Festinger, D. (2005). Essentials of research design and methodology. John Wiley & Sons.
  • Matthews, J. S., Ponitz, C. C., & Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of Educational Psychology, 101(3), 689. https://doi.org/10.1037/a0014240
  • McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly. 28(2), 314- 324. https://doi.org/10.1016/j.ecresq.2012.07.008
  • McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M. E. (2014). Predictors of early growth in academic achievement: The head-toes-knees-shoulders task. Frontiers in Psychology, 5, 599. https://doi.org/10.3389/fpsyg.2014.00599
  • McClelland, M. M., Gonzales, C. R., Cameron, C. E., Geldhof, G. J., Bowles, R. P., Nancarrow, A. F., ... & Tracy, A. (2021). The Head-Toes-Knees-Shoulders revised: Links to academic outcomes and measures of EF in young children. Frontiers in Psychology, 12, 721846. https://doi.org/10.3389/fpsyg.2021.721846
  • Montroy, J. J., Bowles, R. P., Skibbe, L. E., & Foster, T. D. (2014). Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement. Early Childhood Research Quarterly, 29(3), 298-309. https://doi.org/10.1016/j.ecresq.2014.03.002
  • Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., & Morrison, F. J. (2016). The development of self- regulation across early childhood. Developmental Psychology, 52(11), 1744. https://doi.org/10.1037/dev0000159
  • Ning, H. K., & Downing, K. (2010). The reciprocal relationship between motivation and self-regulation: A longitudinal study on academic performance. Learning and Individual Differences, 20(6), 682-686. https://doi.org/10.1016/j.lindif.2010.09.010
  • Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 41(3), 198-215. https://doi.org/10.1016/j.ijer.2005.07.001
  • Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341. https://doi.org/10.1007/s10648-006-9029-9
  • Peng, P., Barnes, M., Wang, C., Wang, W., Li, S., Swanson, H. L., ... & Tao, S. (2018). A meta-analysis on the relation between reading and working memory. Psychological Bulletin, 144(1), 48. https://doi.org/10.1037/bul0000124
  • Peng, P., Wang, T., Wang, C., & Lin, X. (2019). A meta-analysis on the relation between fluid intelligence and reading/mathematics: Effects of tasks, age, and social economics status. Psychological Bulletin, 145(2), 189. https://doi.org/10.1037/bul0000182
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502). Academic Press.
  • Ponitz, C. C., McClelland, M. M., Matthews, J. S. ve Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45(3), 605-619. https://doi.org/10.1037/a0015365
  • Posner, M. I., & Rothbart, M. K. (2000). Developing mechanisms of self-regulation. Development and Psychopathology, 12(3), 427-441. https://doi.org/10.1017/S0954579400003096
  • Reilly, D., Neumann, D. L., & Andrews, G. (2019). Gender differences in reading and writing achievement: Evidence from the National Assessment of Educational Progress (NAEP). American Psychologist, 74(4), 445. https://doi.org/10.1037/amp0000356
  • Sanchis-Sanchis, A., Grau, M. D., Moliner, A. R., & Morales-Murillo, C. P. (2020). Effects of age and gender in emotion regulation of children and adolescents. Frontiers in Psychology, 11, 946. https://doi.org/10.3389/fpsyg.2020.00946
  • Sawyer, A. C. P., Chittleborough, C. R., Mittinty, M. N., Miller‐Lewis, L. R., Sawyer, M. G., Sullivan, T., & Lynch, J. W. (2015). Are trajectories of self‐regulation abilities from ages 2–3 to 6–7 associated with academic achievement in the early school years? Child: Care, Health and Development, 41(5), 744-754. https://doi.org/10.1111/cch.12208
  • Sektnan, M., McClelland, M.M., Acock, A. & Morrison, F.I. (2010). Relations between early family risk, children’s behavioral regulation and academic achievement. Early Childhood Research Quarterly, 25(4), 464-479. https://doi.org/10.1016/j.ecresq.2010.02.005
  • Senemoğlu, N. (2012). Gelişim öğrenme ve öğretim: kuramdan uygulamaya (21. basım) Ankara: Pegem Akademi.
  • Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173-187. https://doi.org/10.1016/j.ecresq.2007.01.002
  • Tetik, S., & Önder, F. C. (2021). Adaptation of the Emotion Regulation Questionnaire for children and adolescents (ERQ–CA) into Turkish. Journal of Çukurova University Institute of Social Sciences, 30(2), 87-100. https://doi.org/10.35379/cusosbil.942135
  • Topçu, M. S., & Yılmaz Tüzün, Ö. (2009). Elementary students’ metacognition and epistemological beliefs considering science achievement, gender and socioeconomic status. Elementary Education Online, 8(3), 676- 693.
  • Winne, P. H. (1996). A metacognitive view of individual differences in self-regulated learning. Learning and İndividual Differences, 8(4), 327-353. https://doi.org/10.1016/S1041-6080(96)90022-9
  • Wu, J. Y., & Cheng, T. (2019). Who is better adapted in learning online within the personal learning environment? Relating gender differences in cognitive attention networks to digital distraction. Computers & Education, 128, 312-329. https://doi.org/10.1016/j.compedu.2018.08.016
  • Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307-313. https://doi.org/10.1016/0361-476X(86)90027-5
  • Zimmerman, B. J. (2000). Attaining self-regulation: a social cognitive perspective. In Handbook of self- regulation (pp. 13-39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
  • Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135-147. https://doi.org/10.1080/00461520.2013.794676
Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Okul Psikolojik Danışmanlığı
Bölüm Araştırma Makalesi
Yazarlar

İhsan Akeren 0000-0001-5615-4189

Yayımlanma Tarihi 15 Ekim 2024
Gönderilme Tarihi 27 Ekim 2023
Kabul Tarihi 20 Mayıs 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 13 Sayı: 4

Kaynak Göster

APA Akeren, İ. (2024). Bilişsel, Duygusal ve Davranışsal Öz Düzenleme Performanslarının Akademik Başarıya Etkisi: İlkokul İkinci Sınıf Öğrencileri Örneği. MANAS Sosyal Araştırmalar Dergisi, 13(4), 1455-1467. https://doi.org/10.33206/mjss.1382273
AMA Akeren İ. Bilişsel, Duygusal ve Davranışsal Öz Düzenleme Performanslarının Akademik Başarıya Etkisi: İlkokul İkinci Sınıf Öğrencileri Örneği. MJSS. Ekim 2024;13(4):1455-1467. doi:10.33206/mjss.1382273
Chicago Akeren, İhsan. “Bilişsel, Duygusal Ve Davranışsal Öz Düzenleme Performanslarının Akademik Başarıya Etkisi: İlkokul İkinci Sınıf Öğrencileri Örneği”. MANAS Sosyal Araştırmalar Dergisi 13, sy. 4 (Ekim 2024): 1455-67. https://doi.org/10.33206/mjss.1382273.
EndNote Akeren İ (01 Ekim 2024) Bilişsel, Duygusal ve Davranışsal Öz Düzenleme Performanslarının Akademik Başarıya Etkisi: İlkokul İkinci Sınıf Öğrencileri Örneği. MANAS Sosyal Araştırmalar Dergisi 13 4 1455–1467.
IEEE İ. Akeren, “Bilişsel, Duygusal ve Davranışsal Öz Düzenleme Performanslarının Akademik Başarıya Etkisi: İlkokul İkinci Sınıf Öğrencileri Örneği”, MJSS, c. 13, sy. 4, ss. 1455–1467, 2024, doi: 10.33206/mjss.1382273.
ISNAD Akeren, İhsan. “Bilişsel, Duygusal Ve Davranışsal Öz Düzenleme Performanslarının Akademik Başarıya Etkisi: İlkokul İkinci Sınıf Öğrencileri Örneği”. MANAS Sosyal Araştırmalar Dergisi 13/4 (Ekim 2024), 1455-1467. https://doi.org/10.33206/mjss.1382273.
JAMA Akeren İ. Bilişsel, Duygusal ve Davranışsal Öz Düzenleme Performanslarının Akademik Başarıya Etkisi: İlkokul İkinci Sınıf Öğrencileri Örneği. MJSS. 2024;13:1455–1467.
MLA Akeren, İhsan. “Bilişsel, Duygusal Ve Davranışsal Öz Düzenleme Performanslarının Akademik Başarıya Etkisi: İlkokul İkinci Sınıf Öğrencileri Örneği”. MANAS Sosyal Araştırmalar Dergisi, c. 13, sy. 4, 2024, ss. 1455-67, doi:10.33206/mjss.1382273.
Vancouver Akeren İ. Bilişsel, Duygusal ve Davranışsal Öz Düzenleme Performanslarının Akademik Başarıya Etkisi: İlkokul İkinci Sınıf Öğrencileri Örneği. MJSS. 2024;13(4):1455-67.

MANAS Journal of Social Studies (MANAS Sosyal Araştırmalar Dergisi)     


16155