THE STUDY OF VALIDITY AND RELIABİLİTY OF SELF REGULATED LEARNİNG STRATEGIES SCALE IN MATHEMATİCS

Öz

The aim of this study is to adapt sub scale of the Motivated Strategies for Learning Questionnaire (Pintrich,1991) to Turkish in order to evaluate primary school students self regulated learning strategies in Mathematics. The scale was administrated to 273 students from 8 primary schools in Balikesir. Analysis was conducted 273 valid questionnaires. Results of confirmatory factor and reliability analysis show that self regulated learning strategies scale has eight factors. Internal consistency coefficient varied between .74-.91. Corrected item total correlations ranged from .32 to .82. On the other hand, factors of scale are to show that highest correlation between each other. Thus, self regulated learning starttegies scale can be used as a valid and reliable instrument in evaluation of fifth grade students` self regulated learning strategies in mathematcs.

Anahtar Kelimeler

• self reglated learning strategies, self regulated learning strategies in mathematics, MSLQ, Reliability and Validity, confimatory factor analysis,

MATEMATİKTE ÖZ DÜZENLEYİCİ ÖĞRENME STRATEJİLERİ ÖLÇEĞİNİN GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Öz

Bu çalışmanın amacı öğrenmede motive edici stratejiler ölçeğinin alt boyutlarından biri olan öz düzenleyici öğrenme stratejileri ölçeğini ilkokul öğrencilerinin matematik dersinde kullandıkları öz düzenleyici öğrenme stratejilerini değerlendirmek amacıyla Türkçeye uyarlamaktır. Ölçek Balıkesir de 8 ilkokulda öğrenim gören toplam 273 kişilik bir gruba uygulanmıştır. Doğrulayıcı faktör analizi ve güvenirlik çalışmasının sonuçları öz düzenleyici öğrenme stratejileri ölçeğinin sekiz faktörden oluştuğu, ölçeğin iç tutarlılık katsayısının .74 ile .91 arasında değiştiğini göstermektedir. Madde toplam korelasyon değerleri ise .32 ile .82 arasındadır. Diğer taraftan ölçeği oluşturan maddeler birbirleriyle yüksek düzeyde korelasyon göstermektedir. elde edilen bu sonuçlara göre ölçeğin geçerli ve güvenilir olduğu söylenebilir. oluşturan

Anahtar Kelimeler

• öz düzenleyici öğrenme stratejileri, matematikte öz düzenleyici öğrenme stratejileri, MSLQ ölçeği, Geçerlik ve Güvenirlik, Doğrulayıcı faktör analizi,

Kaynakça

1. Paris, S.G. and Paris, A.H., (2001). Classroom Applications of Research on Self-Regulated Learning. Educational Psychologist, 36(2), pp: 89–101.
2. Chung, M., (2000). The development of self-regulated learning. Asia Pacific Education Review, 1(1), pp: 55–66.
3. Kornell, M. and Metcalfe, J., (2006). Study Efficacy and the Region of Proximal Learning Framework. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(3), pp: 609-622. McCaslin, M. and Hickey, D.T., (2001). Self-regulated learning and academic achievement: A Vygotskian view. In B.J. Zimmerman & D.H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 227-252). Erlbaum., Mahwah, NJ.
4. Paterson, C.C., (1996). Self-regulated learning and academic achievement of senior biology.[Abstract] Australian Science Teachers Journal, 42(2), pp: 48-52.
5. Pintrich, P.R. ve De Groot, E.V., (1990). Motivational and selfregulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), pp: 33-40.
6. Risemberg, R. and Zimmerman, B.J., (1992). Self-regulated learning in gifted students. Roeper Review, 15(2), pp: 98-101.
7. Scruggs, T.E. and Mastropieri, M.A., (1988). Acquisition and transfer of learning strategies by gifted and nongifted students.[Abstract] Journal of Special Education, 22(2), pp: 153-1
8. Wolters, C., Yu, S., and Pintrich, P., (1996). The relation between goal orientation and Student’s motivational beliefs and self-regulated learning. [Abstract] Learning and Individual Differences, 8(3), pp: 211-238.

9. Zimmerman, B.J. and Martinez-Pons, M., (1986). Development of a structured interview for assessing student use of self-regulated learning. American Educational Research Journal, 23, pp: 614-28. Schunk, D. and Ertmer, P., (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of selfregulation (pp:631–649). Academic Press.,San Diego.
10. Pintrich, P.R., (2000). The role of goal orientation in selfregulated learning. In M. Boekaerts S, P.R. Pintrich ve M.
11. Zeidner (Eds.), Handbook of Self-regulation. Academic Press., San Diego, CA. Winne, P.H., (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman & D. H. Schunk (Eds.), Self regulated learning and academic achievement. Theoretical perspectives (153-189). Lawrence Erlbaum Associates., Mahwah, NJ.
12. Zimmerman, B.J., (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Self-regulation: Theory, research, and applications (pp. 13-39). Academic Press., San Diego, CA.
13. Winne, P.H. and Perry,E.N., (2000). Measuring Self-Regulated Learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Ed.), Handbook of self-regulation (pp:532–564). Academic Press., San Diego.
14. Boekaerts, M., Pintrich, P., and Zeidner, M., (2000). Self Regulation: Directions and Challenges for Future Research. In M. Boekaerts S, P.R. Pintrich ve M. Zeidner (Ed.), Handbook of Self-regulation.(pp: 749-768) San Diego, Academic Press., CA.
15. Zimmerman, B.J., (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41(2), pp: 64-70.
16. Ananiadou, K. and Claro, M., (2009).21st Century Skills and Competences for New Millennium Learners in OECD Countries, OECD Education Working Papers, No. 41, OECD Publishing. www.oecdilibrary.org/21st-century-skills-and-competences-for-newmillennium-learners-in-oecdcountries_5ks5f2x078kl.pdf;.adresinden 19.12.2010 tarihinde alındı
17. Partnership for 21st Century Skills., (2008). A Report and Mile Guide for 21st Century Skills. http://www.21stcenturyskills.org/downloads/P21_Report.pdf Adresinden 11 Ağustos 2011 tarihinde alındı.
18. O.E.C.D., (2010). PISA 2009 Results: What Students Know and Can Do–Student Performance in Reading, Mathematics and Science (Volume I). http://dx.doi.org/10.1787/9789264091450-en
19. Dignath, C., Buettner, G., and Langfeldt., (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3, pp: 101–129.
20. Cleary, T.J., (2006). The development and validation of the Self-Regulation Strategy Inventory—Self-Report. Journal of School Psychology, 44, pp: 307–322.
21. Pintrich, P.R., Smith, D.A.F., Garcia, T., and McKeachie, W.J., (1991). A Manual for the Use of the Motivated Strategies for Learning Questionaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. Ann Arbor, Michigan.ED 338 122.
22. Weinstein, C.E. and Palmer, D.R., (2002). User’s Manual Learning and Study Strategies Inventory. Second Edition. www.hhpublishing.com/_assesstments/LASSI/LASSI_Users_Manual.pdf Adresinden 11 Ekim 2011 tarihinde alındı
23. Kambara, M., Taketsuna, S., Ogata, R., Takizeva, E., Saito, S., and Sakai, F., (2010). Self-Regulation for learning in primary School: Relations to Achievement Goals and School Adaptation. Curator, 58, pp:221-224. http://mitizane.ll.chibau.jp/metadb/up/AA11868267/13482084_58_221.pdf Adresinden 10 Eylül 2011’de alındı.
24. Hamman, L., (2005). Self-regulation in academic writing tasks. International Journal of Teaching and Learning in Higher Education, 17(1), pp:15-26.
25. Kanlapan, T.C.E. and Velasco, J.C., (2009). Constructing a SelfRegulation Scale Contextualized in Writing. TESOL Journal, 1, pp:79-94.
26. Jacops, E.J. and Paris, S.G., (1987). Children’s Metacognition About Reading: Issues in definition, measurement,and instruction. Educational Psychology,[Abstract] 22, pp:255-278.
27. Schraw, G. and Dennison, R.S., (1994). Assessing Metacognitive Awareness. Contemporary Educational Psychology, 19, pp: 460-475. Andreou, E., (2004). Bully/victim problems and their association with Machiavellianism and self-efficacy in Greek primary school children. British Journal of Educational Psychology, 74, pp:297– 30
28. Andreou, E. and Metallidou, P., (2004). The relationship of academic and social cognition to behaviour in bullying situations among Greek primary school children. Educational Psychology, 24(1), pp:27–41.
29. Bong, M., (2001). Between and within-domain relations of academic motivation among middle and high school students: Selfefficacy, task-value and achievement goals. Journal of Educational Psychology, 93(1), 23–34.
30. Neber, H. and Heller, K.A., (2002). Evaluation of a summer school program for highly gifted secondary school students: The German Pupils Academy.[Abstract] European Journal of Psychological Assessment, 18(3), pp:214-228.
31. Ostovar, S. and Khayyer, M., (2004). Relations of motivational beliefs and self-regulated learning outcomes for Iranian college students. [Abstract] Psychological Reports, 94(3c), pp:1202– 120
32. Rao, N., Moely, B.E., and Sachs, J., (2000). Motivational beliefs, study strategies, and mathematics attainment in highand low-achieving Chinese secondary school students. Contemporary Educational Psychology, 25, 287–316.
33. Riveiro, S.J.M., Cabanach, G.R. and Arias, V.A., (2001). Multiple-goal pursuit and its relation to cognitive, selfregulatory, and motivational strategies. British Journal of Educational Psychology, 71(4), pp:561–572.
34. Artelt, C., (2005). Cross-Cultural Approaches to Measuring Motivation. Educational Assessment, 10(3), pp:231-255.
35. Duncan, T.G. and McKeachie, W.J., (2005). The Making of the Motivated Strategies for Learning Questionnaire, Educational Psychologist, 40(2), pp:117-128.
36. Hamman, D., Berthelot, J., Saia, J., and Crowley, E., (2000) Teachers’ coaching of learning and its relation to students’ strategic learning.[Abstract] Journal of Educational Psychology, 92(2),pp:342-348.
37. Liu, M., (2003). Enhancing learners’ cognitive skills through multimedia design. Interactive Learning Environments, 11(1), pp:23–39.
38. Ommundsen, Y., (2003). Implicit theories of ability and selfregulation strategies in physical education classes. Educational Psychology, 23(2), pp:141–157.
39. Hendricks, N.J., Ekici, C., and Bulut, S., (2000). Adaptation of Motivated Strategies for Learning Questtionnaire. Unpublished research report, METU, Ankara.
40. Altun, S., (2005). Öğrencilerin Öz Düzenlemeye Dayalı Öğrenme Stratejilerinin ve Özyeterlik Algılarının Öğrenme Stilleri ve Cinsiyete Göre Matematik Başarısını Yordama Gücü. Yayımlanmamış Doktora Tezi, Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsü.
41. Karadeniz, Ş., Büyüköztürk, Ş., Akgün, Ö.E., Kılıç-Çakmak, E., and Demirel, F., (2008). The Turkish adaptation study of motivated strategies for learning questionnaire (MSLQ) for 12–18 year old children: Results of confirmatory factor analysis. The Turkish Online Journal of Educational Technology, 7(4), pp:108
42. Ergöz, G., (2008). Öz-Düzenleyici Öğrenmenin ve Güdüleyici İnançların Matematik Başarısı İçinde Araştırılması. Yayınlanmamış Yüksek Lisans Tezi. ODTÜ Fen Bilimleri Enstitüsü. Üredi, I., (2005). Algılanan Anne Baba Tutumlarının İlköğretim Sınıf Öğrencilerinin Öz-Düzenleme Stratejileri ve Motivasyonel İnançları Üzerindeki Etkisi. Yıldız Teknik Üniversitesi Sosyal Bilimler Enstitüsü Yayınlanmamış Doktora Tezi.
43. Perry, N.E., Phillips, L., and Dowler, J., (2004). Examining features of tasks and their potential to promote self-regulated learning.[Abstract] Teachers College Record, 106(9),1854–1878.
44. Karakaş, N., (2009). İlköğretim 5. Sınıf Matematik Dersi Değerlendirme Sürecinde Ürün Dosyası Kullanımının Öğrencilerin Öz Düzenleme Becerileri, Bilişsel Strateji Kullanımları ve Görüşleri Üzerindeki Etkisinin İncelenmesi. Yıldız Teknik Üniversitesi Sosyal Bilimler Enstitüsü Yayınlanmamış Yüksek Lisans Tezi.
45. Tabachnick, B.G. and Fidell, L.S., (2007). Using Multivariate Statistics. 5’th Edition. Pearson Education Inc.
46. Şimşek, Ö.F., (2007). Yapısal Eşitlik Modellemesine Giriş: Temel İlkeler ve Lisrel Uygulamaları. Ekinoks Yayınları, Ankara.
47. Çokluk, Ö., Şekercioğlu, Ö. ve Büyüköztürk, Ş., (2010). Sosyal Bilimler İçin Çok Değişkenli İstatistik. Ankara. PEGEM Akademi. Stapleton, C.D., (1997). Basic Concepts and Procedures of Confirmatory Factor Analysis. http://ericae.net/ft/tamu/Cfa.htm 01 Nisan 2012 tarihinde alınmıştır.
48. Özçelik, D.A., (2010). Okullarda Ölçme ve Değerlendirme Öğretmen El Kitabı. Ankara, PEGEM Akademi.
49. Şencan, H., (2005). Sosyal ve Davranışsal Ölçümlerde Güvenilirlik ve Geçerlilik. Ankara. Seçkin Yayınları.
50. Anderson, P., (2002). Assessment and development of executive function in childhood. Child Neuropsychology, 8, pp:71-82.
51. Blair, C., (2002) School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57(2), pp:111–27.
52. Alexander, K.L., Entwisle, D.R., and Dauber, S.L., (1993) First grade classroom behavior: Its short- and long-term consequences for school performance. Child Development, 64 (3), 801–814.
53. Dursun, Ö.Ö. ve Aydın, C.H., (2011). İletişimci Biçimleri Ölçeğinin Türkçeye Çevirisi, Uyarlanması, Geçerlik ve Güvenirliğinin Sağlanması. ESKİŞEHİR OSMANGAZİ ÜNİVERSİTESİ İİBF DERGİSİ, 6(2), pp:263 ‐2
54. Dede, Y. ve Yaman, S., (2008). Fen Öğrenmeye Yönelik Motivasyon Ölçeği: Geçerlik ve Güvenilirlik Çalışması. 2 (1), pp: 19-37.