Effectiveness of self-regulated Learning skills on web-based instruction attitudes in online environments

Abstract

In this study, pre-service teachers' self-regulated learning skills in online environments were taken into consideration. Preservice teachers could not receive any support with respect to online education during the pandemic process thus they had to improve themselves. In this context, it was investigated whether self-regulated learning skills in online environments predict web-based instruction attitudes in terms of both effectiveness and resistance dimensions. Designed in the context of the quantitative research approach, this study is based on the relational survey model. The research universe is composed of the pre-service teachers studying in the Turkish and English language teaching departments of Northern Cyprus universities during the 2020-2021 academic year. In conclusion, it was found that three of the self-regulated learning skills of the participating pre-service teachers in online environments, i.e. goal setting, task strategies, and help-seeking, predicted the attitudes of the pre-service teachers towards web-based instruction significantly and in the positive direction (Hypothesis 1), whereas only two of the self-regulated learning skills of the participating pre-service teachers in online environments, i.e. goal setting and task strategies, predicted the resistance of the pre-service teachers to web-based instruction significantly and in the negative direction (Hypothesis 2).

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