Ortaokul Öğrencilerinin Akademik Öz Yeterlik Algıları ve Okuma Stratejileri Bilişüstü Farkındalıkları

Koç, Canan; Arslan, Aysel

doi:10.23891/efdyyu.2017.29

Cited by 49 publications

(60 citation statements)

References 17 publications

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“…There are studies which support the findings of this research is available (Biricik, 2015;Güven & Baltaoğlu, 2017;Pekdemir, 2015;Satıcı, 2013;Yağcı & Aksoy, 2015;Yılmaz, Yılmaz & Turk, 2010;Usher and Pajares, 2008). Some studies reveal that female preservice teachers' academic self-efficacy perceptions were at higher degrees than those of male preservice teachers (Aktas, 2017; Aydın, Ömür & Argon, 2014; Çevik, 2011; Koç & Arslan, 2017) while some other studies revealed that male preservice teachers' academic self-efficacy perceptions were at higher degrees than those of female preservice teachers (Bleicher, 2004;Demirtaş, Cömert & Ozer, 2011;Durdukoca, 2010;Morgil, Seçken & Yücel, 2004). The result which reveals that there is no significant difference between teacher trainers in terms of gender variable could be regarded as a positive one when the fact that academic self-efficacy belief needs to be gained by both genders alike is taken into consideration.…”

Section: Discussion Conclusion and Implicationssupporting

confidence: 65%

“…Biricik, 2015;Güven & Baltaoğlu, 2017;Pekdemir, 2015;Satıcı, 2013;Yağcı & Aksoy, 2015;Yılmaz, Yılmaz & Türk, 2010;Usher & Pajares, 2008). Araştırmaların bir kısmında kadın öğretmen adaylarının erkek öğretmen adaylarından daha yüksek akademik öz yeterlik algısına sahip olduğu belirlenirken (Aktaş, 2017;Aydın, Ömür & Argon, 2014;Çevik, 2011;Koç & Arslan, 2017), bir kısım araştırmada da erkek öğretmen adaylarının kadın öğretmen adaylarından daha yüksek akademik öz yeterlik algısına sahip olduğu (Bleicher, 2004;Demirtaş, Cömert & Özer, 2011;Durdukoca, 2010;Morgil, Seçken & Yücel, 2004) görülmektedir. Araştırmaya katılan öğretmen adayları arasında cinsiyet değişkeni açısından farklılık çıkmaması her iki cinsiyet için akademik öz yeterlik inancının benzer şekilde kazandırılması gerektiği düşünüldüğünde olumlu bir sonuç olarak değerlendirilebilir.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

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A Study on preservice teachers’ academic self-efficacy

Saraçoğlu

2018

ijocis

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The aim of this study was to explore if there is a significant difference between preservice teachers’ academic self-efficacy perceptions and their gender, fields of study in high school and departments at their university. The study was carried out through descriptive survey model, one of quantitative research models. The sample of the study consisted of 653 freshmen preservice teachers in the Faculty of Education at Gazi University. Convenience sampling method was used in the study. Percentage, frequency, arithmetic mean, standard deviation, Kruskal-Wallis and t test were used in the analysis of the data collected via “Academic Self-Efficacy Scale”. Findings reveal that there is no significant difference between preservice teachers’ academic self-efficacy levels and their gender, fields of study in high school and departments at their university. Findings also indicate that preservice teachers’ academic self-efficacy levels are in “partly sufficient” range.

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Section: Discussion Conclusion and Implicationssupporting

confidence: 65%

Section: Tartışma Sonuç Ve öNerilerunclassified

A Study on preservice teachers’ academic self-efficacy

Saraçoğlu

2018

ijocis

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“…Koç & Arslan, 2015;Küçükoğlu & Kaya et.al., 2010;Özkal & Demirtas, et.al., 2014;Toğluk, 2009. There was a significant difference in favor of male students between gender and performance-approach subdimension in this study. This finding is again consistent with the study of Koç & Arslan (2015) on the achievement goal orientations of secondary school students.…”

Section: Resultsmentioning

confidence: 99%

“…This finding partially overlaps with the findings of Küçükoğlu & Kaya et.al. (2010) on the achievement goal orientations of primary teacher candidates, Koç & Arslan (2015) and Mentiş Köksoy & Aydıner Uygun (2017). There was no significant difference in the performance-approach subdimension in Koç & Arslan (2015), and in the performance-avoidance subdimension in Küçükoğlu & Kaya et.…”

Section: Resultsmentioning

confidence: 99%

Improving Motivation in Translator Training: Achievement Goal Orientations of Translation Studies Students

Akdağ¹

2019

Selçuk Üniversitesi Edebiyat Fakültesi Dergisi

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In order to improve the student motivation, this study aims to determine the opinions of Translation Studies students about achievement goal orientations in terms of variables such as gender, department, class and perception of academic achievement. Research is based on the relational screening model and the research data was collected by using the Goal Orientations Scale adapted to Turkish by Akın & Çetin (2007). During the academic year 2017-2018, 242 students studying in the German, French and English Translation Studies Departments at a state university participated in the research. As a result, it was observed that learning orientation, one of the three sub-dimensions of achievement goal orientations, varies significantly by gender and perception of academic achievement; and performance-approach orientation, other sub-dimension, by department and gender. No statistically significant relationship was found between variables and performanceavoidance orientation, the third sub-dimension.

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“…İlgili alanyazın incelendiğinde bilişüstünün çeşitli değişkenler açısından incelendiği çalışmalar (Akçam, 2012;Alcı ve Altun, 2007;Aykut, Karasu ve Kaplan, 2016;Demir ve Özmen, 2011;Deniz, 2017;Deniz, Küçük, Cansız, Akgün ve İşleyen, 2014;Gül, Özay Köse ve Sadi Yılmaz, 2015;Gür-leyük ve Sucu, 2014;Karakelle ve Şentürk, 2006;Koç ve Arslan, 2017;Nazik, Sönmez ve Güneş, 2014;Okçu ve Kahyaoğlu, 2007), öz yeterlik, hedef yönelimi, öğrenme hedefleri ve performans hedefleri ile ilişkisinin incelendiği çalışmalar (Bouffard-Bouchard Parent, ve Larivee, 1991;Ford, Smith, Weissbein, Gully ve Salas, 1998;Gul ve Shehzad, 2012;Kanfer ve Ackerman, 1989;Nolen ve Haladyna, 1990;Pintrich ve De Groot, 1990;Schmidt ve Ford, 2003;Shu-Shen, 2002;Sungur, 2007;Wolters, 1998) ile farklı süreçlerdeki etkisine değinildiği çalışmalar (Akkurt, 2018; Aydın ve Yerdelen, 2015; Kacar ve Sarıçam, 2015;Oğuz, Kalender ve Damla, 2018;Öztürk, 2017;Yurdakul ve Demirel, 2011) bulunmaktadır. Bilişüstü becerilerinin çeşitli derslerde, öğrenmede başarı ve kalıcılığı artırdığı, soru sorma becerisini geliştirdiği, iş birliği ile uygulandığında sosyal becerilerin oluşumunu arttırdığı, bilişsel düzenlemeyi sağladığı, bireyin düşünme ve problem çözme becerilerini geliştirdiği ortaya çıkmıştır.…”

Section: şEkil 2: Motivasyon Dinamiğine Ilişkin Kaynaklarunclassified

Lise Öğrencilerinin Motivasyonel, Bilişsel ve Bilişüstü Yeterlikleri ile Özerk Öğrenme Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi

Pesen¹,

Oral²,

Bulut³

2018

OPUS Uluslararası Toplum Araştırmaları Dergisi

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This study was carried out to investigate whether there was a meaningful relationship between the motivational, cognitive, and metacognitive competencies of secondary school students and their autonomous learning levels, and if motivational, cognitive and cognitive competencies and autonomous learning levels of the students differed according to the variables of "gender, class level and book reading frequency". The research was based on the relational survey model. The sample of the research consisted of 386 secondary school students who were at the 9th, 10th and 11th classes in Siirt province center and selected through random sampling method. "Personal Information Form" prepared by the researcher for descriptive information about the participants, "Motivational, Cognitive and Metacognitive Competencies Invertory/Scale" adapted to Turkish by Aktamış and Uça (2010) and "Autonomous Learning Scale" adapted by Arslan and Yurdakul (2015) were used as data collection tools in the study. Spearman's Rank Correlation Coefficient, Mann Whitney U test and Kruskall Wallis H test were used to analyze data. As a result, there was a high significant and positive correlation between the motivational, cognitive, and metacognitive competence and autonomous learning levels of secondary school students. The motivational, cognitive and metacognitive competences of the students were significantly different in terms of the variables of gender, class level and book reading frequency. It was determined that the autonomous learning levels of the students were significantly different according to book reading frequency variables.

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Ortaokul Öğrencilerinin Akademik Öz Yeterlik Algıları ve Okuma Stratejileri Bilişüstü Farkındalıkları

Cited by 49 publications

References 17 publications

A Study on preservice teachers’ academic self-efficacy

A Study on preservice teachers’ academic self-efficacy

Improving Motivation in Translator Training: Achievement Goal Orientations of Translation Studies Students

Lise Öğrencilerinin Motivasyonel, Bilişsel ve Bilişüstü Yeterlikleri ile Özerk Öğrenme Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi

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