The Influence of Pintrich’s Self-regulated Learning Model on Elementary Teacher Candidates in a Life Science Course

Abstract

The purpose of this research was to determine whether the use of activities based on Pintrich's self-regulated learning model effect the self-regulated learning perceptions of elementary teacher candidates within a Life Science course. The research was organized in accordance with the quasi-experimental designs model. This study was conducted within a classroom consisting of 5 male and 34 female (aged 20 to 25) elementary teacher candidates at Canakkale 18 Mart University, Education Faculty, and Department of Basic Education. Data was collected utilizing the "Self-regulated Learning Perception Scale" and the "Personal Information Form". As a result of the research, the use of Pintrich's self-regulated learning based activities has been found to improve the self-regulated learning perceptions of the elementary teacher candidates.

Self-regulated Learning Model Affects Students’ Mathematical Conceptual Understanding and Self-confidence in terms of Cognitive Styles

“…The results of this study are in line with the research conducted by (Cetin, 2017) that states that self-regulated learning through life science courses can revise the perception on the learning of science. (Laura & Phil, 2018) obtain the same results that self-regulated learning can grow students' selfconfidence when playing instruments.…”

“…Self-regulated learning can be one of the efforts to rehabilitate the existing mathematics learning process. Self-regulation is an ability to manage the knowledge that someone has using effective and efficient learning strategies as well as understanding the exact condition to use the knowledge (Abdul & Abidha, 2016;Cetin, 2017). In addition, (Melissa, 2016;Qohar & Sumarmo, 2017) explain that selfregulation process is an activity to grow motivation in the effort to build self-confidence by controlling someone's ability and environment that support learning process.…”

“…They manage every step independently. (Cetin, 2017;Fatimah et al, 2020) This study is supported by some relevant researches: (1) a research done by (Melissa, 2016) shows that self-regulation can build students' self-motivation in learning; (2) a research conducted by (Cetin, 2017) indicates that self-regulation can revise perception in learning; (3) a research by (Laura & Phil, 2018) shows that self-regulation can build students' self-confidence; (4) a research done by (Abdul & Abidha, 2016) shows that self-regulation using computated mathematics learning materials results in good learning independence; (5) a research by (Woottipong, 2020) indicates that self-regulated strategy results in efficacy and performance in writing.…”

Evaluation of the Self-regulated Learning Model in High Schools: A Systematic Literature Review

“…This combination of phases and areas comprehensively provides an overview of the process of SRL in detail how different components or areas of SRL are explained in this phase of the Pintrich model [16]. In the first phase, students begin to identify their learning goals, create a timeline, make perceptions about the tasks given, and determine motivations that affect their work [43]. In the cognitive area, they estimate how the results of a given task, activate their previous knowledge is also associated with a variety of knowledge they acquire (metacognitive knowledge), then determine the final destination of the given task.…”

“…SRL includes cognitive, metacognitive, motivational, emotional, and learning aspects, therefore there are many variables that greatly affect learning, such as self-efficacy and cognitive strategies that are studied both comprehensively and holistic. The better students have SRL, the easier it is for students to understand what they are learning [43]. Therefore, SRL becomes one of the important research areas in educational psychology research.…”