Beden Eğitimi ve Spor Öğretmenliği Öğrencilerinin Akademik Öz-Düzenlemelerinin İncelenmesi

Kaplan, Esin; Certel, Zehra

doi:10.13114/mjh.2018.394

Cited by 3 publications

(1 citation statement)

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“…Ayrıca deney grubundaki öğrencilerin süreç boyunca kullandığı stratejiler başarılarını arttırmada önemli bir etkendir. Bu sonuç Kaplan ve Certel (2018)'in çalışmlarındaki öz-düzenleme ile hem motivasyonel iklim hem de hedefe ulaşma açısından, performans üzerindeki farklı öz-düzenleme etkilerinin (performansa yaklaşma ve hedeften kaçınma gibi) öğrencilerin öz düzenlemelerinde etkili olduğunu sonucu ile örtüşmektedir. Öz düzenlemeli öğrenme stratejilerini kullanan öğrencilerin akademik başarılarını arttırdıkları sonucu yabancı çalışmalarla da örtüşmektedir.…”

Section: Sonuç Tartişma Ve öNeri̇lerunclassified

The Impact Of Self-Regulated Learning on Academic Achievement And Retention of Visual Arts Pre-Service Teachers for Art Criticism Course

Demir

2021

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

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The purpose of this research is to examine the impact of the self-regulated learning approach on the academic achievement and retention of visual arts pre-service teachers for art criticism course. The study group of the research conducted with the semi-experimental model with pre-test post-test control group of the experimental method from the quantitative research methods constitutes 38 pre-service teachers educated at the Department of Arts Education, Kazim Karabekir Faculty of Education, Atatürk University in 2014-2015 Fall Term. In the research, academic achievement test was used to determine the effect of self-regulated learning on the academic achievement of visual arts pre-service teachers. The courses were processed in the experimental group with self-regulated learning and in the control group based on the presentation-based learning approach. In the analysis of the data, SPSS 19 Package Program was used. For the non-parametric data, "Mann Whitney U-Test for Uncorrelated Measurements" was used. "Wilcoxon Marked Sequence Tes for Correlated Measurements" was used to compare "pretest-posttest", "posttest-retention test" scores in each of the experimental and control group. According to the findings, a certain increase in academic achievement has been observed in both learning environments in terms of final test scores of the experimental and control groups. When the test scores of the experimental group and the control group students were compared, it seemed that the academic achievements of the experimental group were higher than those in the control group. This finding shows that self-regulated based instruction provides a more effective learning environment and proves more effective in increasing the academic achievement of the students. Also, when the retention scores of the experimental and control groups were taken into account, it was seen that the teaching carried out in both learning environments maintained its permanency. When the retention scores of the experimental group and control group students were compared, the retention scores of the experimental group were found to be higher than the control group. This finding shows that selfregulating learning has more effective and lasting results in the academic achievement of students and is a more effective learning method. Based on the results of the research, it can be said that the self-regulated learning approach positively influences the academic achievements of the pre-service teachers and their attitudes to the art criticism course.

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Section: Sonuç Tartişma Ve öNeri̇lerunclassified

The Impact Of Self-Regulated Learning on Academic Achievement And Retention of Visual Arts Pre-Service Teachers for Art Criticism Course

Demir

2021

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

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Beden Eği̇ti̇mi̇ Öğretmeni̇ Adaylarinin Akademi̇k Erteleme Eği̇li̇mleri̇ni̇n Öz Düzenleme Beceri̇leri̇ Ve Öz Yeterli̇kleri̇ne Etki̇si̇

Filiz

Doğar

2021

Milli Eğitim Dergisi

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Bu çalışmanın amacı Beden Eğitimi Öğretmeni adaylarının akademik erteleme eğilimlerinin öz düzenleme becerisi ve öz yeterlik düzeyleri üzerinde tahmin edici bir etkisinin olup olmadığını incelemektir. Araştırmanın çalışma grubunu 109 kadın, 131 erkek, toplam 240 Beden Eğitimi Öğretmeni adayı oluşturmaktadır. Araştırmada ilişkisel tarama yöntemi kullanılmıştır. Veri toplama aracı olarak Genel Öz Yeterlik Ölçeği, Akademik Erteleme Ölçeği ve Güdülenme ve Öğrenme Stratejileri Ölçeği kullanılmıştır. Verilerin değerlendirilmesinde, adayların demogratif özelliklerine ilişkin bulgular için frekans ve yüzde analizi, alt boyutlar arasındaki ilişkiyi incelemek amacıyla Pearson Korelasyon Çarpımı testi ve yordayıcılık düzeyinin saptanmasında Çoklu Adımsal Regresyon analizi kullanılmıştır. Pearson Korelasyon Çarpımı testi sonucunda akademik erteleme eğilimi ile öz düzenleme becerisi ve öz yeterlik arasında negatif yönlü anlamlı bir ilişki olduğu belirlenmiştir. Regresyon analizi sonucunda, öz düzenleme becerisine ait olan sınav kaygısı ve öz yeterlik alt boyutlarının ve öz yeterliğe ait olan yılmama alt boyutlarının akademik erteleme eğiliminin önemli bir yordayıcısı olduğu görülmüştür.

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An Investigation of Pre-Service Teachers' Self-Regulated Learning Levels in Terms of Various Variables

Orakcı

Durnalı

2022

Pedagogy, Presence, and Motivation in Online Education

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Online education is one of the most dynamic and enriched forms of learning available today. The aim of the present study is to reveal the self-regulated learning levels of pre-service teacher and to determine whether these levels change in terms of their gender and class. The sample of the study consists of Aksaray University Educational Sciences Department students who received online education due to the COVID-19 global epidemic in the 2020-2021 academic year. The data of the study were collected with the “Self-Regulation in Self-Paced Open and Distance Learning Environments Scale.” The first result of the study revealed that the self-regulated learning levels of the participants were close to medium. The self-regulation scores of male students receiving online education at university were also found to be significantly higher than the scores of female students. The final result obtained from the research is the existence of a significant difference between grade level and self-regulated learning skills.

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Beden Eğitimi ve Spor Öğretmenliği Öğrencilerinin Akademik Öz-Düzenlemelerinin İncelenmesi

Cited by 3 publications

References 5 publications

The Impact Of Self-Regulated Learning on Academic Achievement And Retention of Visual Arts Pre-Service Teachers for Art Criticism Course

The Impact Of Self-Regulated Learning on Academic Achievement And Retention of Visual Arts Pre-Service Teachers for Art Criticism Course

Beden Eği̇ti̇mi̇ Öğretmeni̇ Adaylarinin Akademi̇k Erteleme Eği̇li̇mleri̇ni̇n Öz Düzenleme Beceri̇leri̇ Ve Öz Yeterli̇kleri̇ne Etki̇si̇

An Investigation of Pre-Service Teachers' Self-Regulated Learning Levels in Terms of Various Variables

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