Öz Düzenleme ve Çalışma Becerileri Arasındaki İlişki

Öz

Bu çalışmanın amacı öz düzenleme ve çalışma becerileri arasındaki ilişkiyi kuramsal olarak değerlendirmektir. Alan yazında öz düzenleme, çalışma becerileri ve bu beceriler ile öğrenme stratejileri ve öğrenme yaklaşımları arasındaki ilişkiyi inceleyen birçok makale olduğu göze çarpmaktadır. Bu makalelerin incelenmesi sonucunda öz düzenleme ve çalışma becerileri arasında benzer yönler olduğu dikkati çekmiştir. Bu benzerlikler, öz düzenleme ve çalışma becerilerinin arasındaki ilişkinin detaylı olarak incelenmesi ihtiyacını ortaya çıkarmıştır. Bu nedenle, bu çalışmada (a) öz düzenleme, (b) öz düzenleme becerilerinin geliştirilmesine yönelik stratejiler, (c) çalışma becerileri ve (d) öz düzenleme ile çalışma becerileri arasındaki ilişki incelenmiştir. Ayrıca çalışmada öz düzenleme ve çalışma becerileri arasındaki ilişkiden yola çıkarak okullarda bu beceriler kazandırılırken dikkat edilmesi gereken noktalara yer verilmiştir. Çalışma sonuçlarının, her iki becerinin kazandırılması konusunda yapılacak araştırmalara ışık tutacağı düşünülmektedir.

Anahtar Kelimeler

• Öz düzenleme, çalışma becerileri

The Relationship Between Self-Regulation and Study Skills

Öz

The purpose of this study is to evaluate the relationship between self-regulation and study skills theoretically. In the literature, there are numerous articles which examine self-regulation, study skills and the relationship between these skills and learning strategies, and learning approaches. As a result of examining these articles, it is noted that there are similar aspects between self-regulation and study skills. These similarities reveal there is a need to examine the relationship between them in detail. Therefore, in this study, (a) self-regulation, (b) strategies to improve self-regulation skills, (c) study skills and (d) the relationship between self- regulation and study skills are examined. Additionally, on the basis of the relationship between self-regulation and study skills, in this study, the issues that need to be taken into heed when self-regulation and study skills imparted in the schools are also focused on. The results of this study are expected to shed light on the studies related to the attainment of these skills.

Anahtar Kelimeler

• Self-regulation, study skills.

Kaynakça

1. Anderson, T. (1978). Study skills and learning strategies (Rep. No.104). Urbana: Center for the Study of Reading.
2. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall
3. Battal Karaduman, G., Güder,N., Özsoy-Güneş, Z., & Kırbaşlar, F. (2014). Investigation of the effects of Turkish consciousness levels and selfregulated learning skills on study approaches of teacher candidates. Procedia - Social and Behavioral Sciences, 152, 624-629.
4. Biemiller, A., Shany, M., Inglis, A., & Meichenbaum, D. (1998). Factors ınfluencing children’ s acquisition and demonstration of self-regulation on academic tasks. In D. H. Schunk & B. J. Zimmerman (Eds.), Self regulated learning (pp.203-224). Newyork: Guilford Press.
5. Cooney, F. (2007). Adolescent self-regulation skills, working portfolios, and explicit ınstruction: A mixed methods study. Unpublished doctorate dissertation. Walden University.
6. Deem, J. (1993). Study skills in practice. Boston: Houghton Mifflin Company.
7. Dembo,M. H., & Seli, H. (2008). Motivation and learning strategies for college success: A self management approach. Newyork: Lawrence Erlbaum Associates.
8. Demir, S., Kılınç, M., & Doğan, A. (2012). The effect of curriculum for developing efficient studying skills on academic achievements and studying skills of learners. International Electronic Journal of Elementary Education, 4(3), 427-440.

9. Devine, G. T., & Meagher, D. L. (1989). Mastering study skills: A student guide. New Jersey: Prentice Hall.
10. Dolors Cañada , M., & Arumí , M. (2012). Self-regulating activity: Use of metacognitive guides in the interpreting classroom. Educational Research and Evaluation, 18(3), 245-264.
11. Fulk, B. (2003). Concerns about ninth-grade students’ poor academic performance: One school’s action plan. American Secondary Education, 31(2), 8-26.
12. Gawith, G. (1991). Power learning: A student’ s guide to success. Melbourne: Longman Cheshire.
13. Gettinger, M., & Seibert, K. J. (2002). Contributions of study skills to academic competence. School Psychology Review, 31(3), 350–365.
14. Haitham M. , A., & Nasser , R. (2014). Assessment of learning and study strategies of university students ın qatar using an arabic translation of the learning and study strategies ınventory. Psychological Reports: Sociocultural Issues in Psychology, 947-965.
15. Jakubowski, T. (2002). Social-cognitive factors associated with the academic self-regulation of undergraduate college students ın a learning and study strategies course. Unpublished doctorate dissertation, University of Southern California.
16. Kovach, R. W. (1997). Academic achievement and the self-regulation of study time: Quantitative and qualitative dimensions. Unpublished doctorate dissertation, The City University Of Newyork.
17. Lindblom-Ylänne, S. (2004). Raising students’ awareness of their approaches to study. Innovations in Education and Teaching International, 41(4), 405-421.
18. Lyons-Wagner, E. (2010). The effects of a self-regulation learning-strategies ınstructional program on middle-school students' use of learning strategies and study tools, self-efficacy, and history test performance. Unpublished doctorate dissertation, The University of San Francisco.
19. Meyer, C. J. (2005). Self-regulation homework ıntervention: Increasing academic achievement ın social studies. Unpublished doctorate dissertation, University of Wisconsin-Madison.
20. Orange, C. (1999). Using peer modeling to teach self-regulation. Journal of Experimental Education, 68(1), 21-39.
21. Pintrich (1995). Understanding self-regulated learning. San Francisco: Jossey-Bass Publishers.
22. Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407
23. Ramdass, D., & Zimmerman , B. (2011). Developing self-regulation skills: The important role of homework. Jaa, 22(2), 194-218.
24. Rogaten, J., Moneta , G., & Spada, M. (2013). Academic performance as a function of approaches to studying and affect in studying. J Happiness Stud, 14, 1751–1763.
25. Senemoğlu, N. (2011). College of education students’ approaches to learning and study skills. Eğitim ve Bilim, 36(160), 65-80.
26. Thomas, A. (1993). Study skills. OSSC Bulletin, 36(5), 1-38.
27. Turan, S., & Demirel, Ö. (2010). Öz-düzenleyici öğrenme becerilerinin akademik başarı ile ilişkisi: Hacettepe üniversitesi tıp fakültesi örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38, 279- 291.
28. Watson, D. L., & Tharp R. G. (2007). Self-directed behavior. California: Thomson Wadsworth.
29. Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary ınstructional models. In D. H. Schunk & B. J. Zimmerman (Eds.), Self regulated learning (pp.1-19). Newyork: Guilford Press
30. Zimmerman, B.J. (2001). Theories of self regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self regulated learning and academic achievement (pp.1-37). Newyork: Lawrence Erlbaum Associates.
31. Zimmerman, B. J. (2008). Goal setting: A key proactive source of academic self regulation. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self regulated learning (pp.267-295). Newyork: Lawrence Erlbaum Associates.
32. Zimmerman,B.J., Bonner, S., & Kovach, R. (1996). Developing self regulated learners. Washington: APA.