Development of the Self-Regulated Learning Inventory for Primary School Fourth Grade Students: Validity and Reliability Study

Abstract

Bu araştırma, birinci yazarın ikinci ve üçüncü yazarlar danışmanlığında Marmara Üniversitesi Eğitim Bilimleri Enstitüsü'nde hazırladığı doktora tezinden üretilmiştir.

An examination of the self‐regulation for science learning of middle school students with different achievement levels

“…Although there are different definitions of self‐regulation in the literature, Zimmerman's (1998) circular model of self‐regulation forms the conceptual basis of the current study (Figure 1). Self‐regulation is not only a process in which personal characteristics are effective but also a cyclical process that includes environmental and behavioral components (Cokcaliskan, 2019; Zimmerman, 1998).…”

“…In addition, there are many studies on the development of self‐regulation skills in the literature (Fouche, 2013; Guler & Sahin, 2015; Mataka, 2014; Sun, 2015). Cokcaliskan (2019) concluded that as a result of self‐regulated science teaching practices in primary school fourth‐grade students, there were significant positive changes in students' scientific process skills, science achievement levels, and permanence of knowledge. Ergen and Kanadli (2017) determined that there is a high common effect size between self‐regulation and academic achievement, according to the results of 21 studies they examined.…”