Yıl 2017, Cilt 6 , Sayı 2, Sayfalar 48 - 67 2017-04-30

Epistemolojik inançlar ve öz-düzenleyici öğrenme: Bir meta-analitik inceleme
A Meta Analytical Review of the Relationship between Personal Epistemology and Self-regulated Learning

Muhammet Mustafa Alpaslan [1] , Bugrahan Yalvac [2] , Victor Willson [3]

Son yıllarda araştırmacılar epistemolojik inançları öz-düzenleyici öğrenme stratejileri ile ilişkilendirmeye başlamıştır. Dolayısıyla epistemolojik inançlar ile öz-düzenleyici öğrenme stratejileri arasındaki ilişkinin alan yazında yapılan çalışmalarla nasıl desteklendiğine dair bir derleme (meta-analiz) çalışmasına ihtiyaç vardır. Bu meta-analiz çalışmasının iki amacı vardır: a) epistemolojik inançlar ile öz-düzenleyici stratejiler arasındaki ilişki için ortalama etki büyüklüğü hesaplamak ve b) hesaplanan etki büyüklüğüne yaş, cinsiyet, kültür ve konu alanı gibi moderatör değişkenlerin etkisini incelemektir. Bu amaçla farklı ülkelerde ve konu alanlarında yapılmış olan toplam 45 çalışma (40 makale) incelenmiştir. Analiz sonucunda küçük fakat anlamlı bir ortalama etki büyüklüğü hesaplanmıştır (sabit etki modeli altında, r=.24 [SE=.012] ve rasgele etki modeli altında r=.22 [SE=.026]). İki değişken arasındaki ilişki farklı okul seviyesinde yapılan çalışmalar arasında değişmemesine rağmen, hesaplanan etki büyüklüğünün kültür, cinsiyet ve konu alanı değişkenlerine göre anlamlı düzeyde farklılık gösterdiği bulunmuştur. Elde edilen sonuçlar cinsiyetin, kültürün ve konu alanının epistemolojik inançlar ile öz-düzenleyici stratejiler arasındaki ilişkiyi nasıl etkilediğini açıklayan teorik modellere ve çalışmalara ihtiyaç olduğunu göstermiştir.

This meta-analysis examines the relationship between epistemological beliefs and self-regulated learning. It analyzes the result of forty-five studies conducted various countries in discipline. A small but significant mean effect size emerged (r=.24 [SE=.012] under fixed effects model, and r=.22 [SE=.026] under random effects model). Although the effect of age on the relation of the two is not statistically significant, moderator analyses revealed statistically significant effects of the culture, gender, and subject area inferred from the reviewed studies on the relationship. The results highlight the need for further research into how culture and subject area influence students’ epistemological beliefs and self-regulated learning.  The implications and future directions are discussed..

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Konular Eğitim, Bilimsel Disiplinler
Yayınlanma Tarihi Spring
Bölüm Araştırma Makaleleri

Yazar: Muhammet Mustafa Alpaslan
Ülke: Turkey

Yazar: Bugrahan Yalvac
Kurum: Textile Engineering Department, Çukurova University, Adana
Ülke: United States

Yazar: Victor Willson
Kurum: Textile Engineering Department, Çukurova University, Adana
Ülke: United States


Yayımlanma Tarihi : 30 Nisan 2017

APA Alpaslan, M , Yalvac, B , Willson, V . (2017). A Meta Analytical Review of the Relationship between Personal Epistemology and Self-regulated Learning . Turkish Journal of Education , 6 (2) , 48-67 . DOI: 10.19128/turje.287472