MOTIVATIONAL BELIEFS AND SELF-REGULATION SKILLS OF 4th GRADE STUDENTS IN SCIENCE

Yıl 2017, Cilt: 19 Sayı: 2, 367 - 379, 27.12.2017

Özlem İrven Burcu Şenler

Öz

The aim of this study is to investigate motivational
beliefs and self-regulation skills of 4^th grade students in science.
More specifically, the effect of gender on motivational beliefs and
self-regulation skills, how motivational beliefs and self-regulation skills
predict science achievement, and how motivational beliefs predict
self-regulation skills were examined. Totally 442 4^th grade students
participated in the study. The method of the study is survey and the data were
gathered with the Students’ Adaptive Learning Engagement in Science
Questionnaire. The independent t-tests indicated that there was no significant
difference between girls and boys in terms of their motivational beliefs and
self-regulation skills. According to the linear regression analyses, 4^th
grade students’ motivational beliefs and self-regulation skills predicted
achievement, as well as motivational beliefs predicted self-regulation skills
significantly.

Anahtar Kelimeler

Primary school, motivational beliefs, self-regulation skills

İLKOKUL 4. SINIF ÖĞRENCİLERİNİN FEN BİLİMLERİ DERSİNE YÖNELİK MOTİVASYONEL İNANÇLARI VE ÖZ-DÜZENLEME BECERİLERİ

Öz

Bu araştırmanın amacı, ilkokul 4. sınıf öğrencilerinin
fen
bilimleri dersine yönelik motivasyonel inançlarını ve öz-düzenleme becerilerini
incelemektir. Bu amaç doğrultusunda
cinsiyetin ilkokul dördüncü sınıf öğrencilerinin motivasyonel inançları ve
öz-düzenleme becerileri üzerindeki etkisi, motivasyonel inançların ve
öz-düzenleme becerilerinin fen bilimleri dersi akademik başarısını ne denli
yordadığı ve öğrencilerin motivasyonel inançlarının öz-düzenleme becerilerini
ne denli yordadığı araştırılmıştır. Çalışmanın
örneklemini 442 dördüncü sınıf öğrencisi oluşturmaktadır. Araştırmada nicel
araştırma yöntemlerinden tarama yöntemi, veri toplama aracı olarak ise Fen Dersine Yönelik Uyumsal Öğrenme Durumları Ölçeği
kullanılmıştır. Bağımsız t-testi sonucunda cinsiyetin öğrencilerin motivasyonel
inançları ve öz-düzenleme becerileri üzerinde anlamlı bir etkisinin olmadığı
saptanmıştır. Doğrusal regresyon analizi sonucunda ise motivasyonel inançların
alt boyutları olan öğrenme hedef yönelimi, görev değeri, öz-yeterlik inançları
ile öz-düzenleme becerilerinin öğrenci başarısını anlamlı olarak yordadığı
saptanmıştır. Ayrıca yine motivasyonel inançları alt boyutları olan öğrenme
hedef yönelimi, görev değeri, öz-yeterlik inançlarının öz-düzenleme
becerilerini anlamlı olarak yordadığı tespit edilmiştir.

Anahtar Kelimeler

İlkokul, motivasyonel inançlar, öz-düzenleme becerileri

Kaynakça

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