Research Article
BibTex RIS Cite

Adaptation of the Teacher Self-Efficacy Scale to Implement Self-Regulated Learning into Turkish Culture

Year 2021, Volume: 12 Issue: 1, 36 - 52, 30.04.2021

Sevilay Çırak-kurt , Esen Turan Özpolat

https://doi.org/10.19160/ijer.758926
Cited By: 1

Abstract

The present study was carried out to adapt the “Teacher Self-efficacy Scale to Implement Self-regulated Learning” to Turkish culture and to analyse its psychometric properties in order to determine the self-efficacy of teachers in self-regulated learning practices for their classrooms. Research data were collected from 561 primary school teachers. Exploratory Factor Analysis was performed with a data set of 300 teachers to test the construct validity of the scale, and then Confirmatory Factor Analysis was conducted through a data set of 261 teachers independent of the former one. Based on the validity and reliability studies, a 22-item three-factor structure was confirmed namely self-efficacy for direct instruction, self-efficacy for providing choices, self-efficacy for providing tasks, and evaluating. As a result, it can be alleged that the Turkish form of the Teacher Self-efficacy Scale to Implement Self-regulated Learning is a valid and reliable instrument to be used to determine the teachers’ self-efficacy in self-regulated learning practices.

Keywords

Self-regulated learning Teacher self-efficacy Scale adaption Validity and reliability

References

  • Ashton, P. T. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28–32.
  • Bandura, A. (2010). Self-efficacy. The Corsini Encyclopedia of Psychology, 1-3. doi:10.1002/9780470479216.corpsy0836.
  • Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An Internatıonal Review, 54(2), 199-231.
  • Bolhuis, S. (2003). Towards process-oriented teaching for self-directed lifelong learning: A multidimensional perspective. Learning and Instruction, 13(3), 327-347. Doi: 10.1016/S0959-4752(02)00008-7.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. (14. baskı). Ankara: Pegem Akademi Yayınları.
  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: a study at the school level. Journal of School Psychology, 44, 473-490.
  • Cattell, R. B. (1978). The scientific use of factor analysis in behavioral and life sciences. New York: Plenum Press.
  • Chan, D. W. (2003). Multiple intelligences and perceived self-efficacy among Chinese secondary school teachers in Hong Kong. Educational Psychology, 23(5), 521-533.
  • Chen, Z., Ma, N., & Liu, B. (2015). Lifelong learning for sentiment classification. In Proceedings of Association for Computational Linguistics, 750–756.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. (3. Baskı). Ankara: Pegem Akademi.
  • De Smul, M., Heirweg, S., Van Keer, H., Devos, G., & Vandevelde, S. (2018). How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning. Teaching and Teacher Education, 71, 214-225.
  • Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231-264.
  • Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educ Psychol Rev, 20, 391–409. Doi: 10.1007/s10648-008-9083-6.
  • Doğan, S., & Çalışkan Toyoğlu, A. (2019). Okullarda hayat boyu öğrenme yeterlilikleri. Bir durum çalışması. Electronic Journal of Social Sciences, 18(71), 1325-1348.
  • Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299.
  • Formosa, M. (2019). Active ageing through lifelong learning: The university of the third age. In: Formosa M. (eds) The university of the third age and active ageing. International perspectives on aging, 23. Springer, Cham. Doi: 10.1007/978-3-030-21515-6_1.
  • Garcia, T., & Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In D. H. Schunk, & B. J. Zimmerman, Self-regulation of learning and performance: Issues and educational applications (pp. 127-153). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Graves, M. R. (2018). Lifelong learning: Applying cognitive load theory to elder learners suffering from age-related cognitive decline. SFU Educational Review, 11(1), 91-97. Doi: 10.21810/sfuer.v11i1.755.
  • Gündoğdu, K., Yüksel, S., & Akyol, B., & Vural, R. A. (2016). Hayat boyu öğrenme konusunda yayımlanan tez ve makalelere ilişkin bir içerik analizi: 2000-2015. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 1491-1513. Doi: 10.17556/jef.88957.
  • Haşlaman, T., & Aşkar, P. (2007). Programlama dersi ile ilgili özdüzenleyici öğrenme stratejileri ve başarı arasındaki ilişkinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 110-122.
  • Haşlaman, T., & Aşkar, P. (2015). Öğrencilerin özdüzenleyici öğrenmelerinin ve öğretmenlerin özdüzenleyici öğrenmeyi destekleyen davranışlarının ölçülmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 106-121.
  • Inan, B., & Yüksel, D. (2010). Self-regulated learning: How is it applied as a part of teacher training through diary studies?. Procedia-Social and Behavioral Sciences, 3, 116-120. Doi: 10.1016/j.sbspro.2010.07.021.
  • Israel, E. (2007). Özdüzenleme eğitimi, fen başarısı ve özyeterlilik. Yayınlanmamış Doktora Tezi, Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.
  • Jöreskog, K., & Sörbom, D. (1989). LISREL 7 user’s reference guide. Chicago: Scientific Software.
  • Kaçar, T., & Beycioğlu, K. (2017). İlköğretim öğretmenlerinin özyeterlik inançlarının çeşitli değişkenler açısından incelenmesi. İlköğretim Online, 16(4), 1753-1767, Doi: 10.17051/ilkonline.2017.342988.
  • Kalaycı, Ş. (2005). SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri. Ankara: Asil Yayın Dağıtım.
  • Kiremit, H. (2006). Fen bilgisi öğretmenliği öğrencilerinin biyoloji ile ilgili öz yeterlik inançlarının karşılaştırılması. Yayınlanmamış Doktora Tezi, Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: Guilford publications.
  • Lavasani, M. G., Mirhosseini, F. S., Hejazi, E., & Davoodi, M. (2011). The effect of self-regulation learning strategies training on the academic motivation and self-efficacy. Social and Behavioral Sciences, 29, 627-632. Doi:10.1016/j.sbspro.2011.11.285.
  • Lee, B., Cawthon, S., & Dawson, K. (2012). Elementary and secondary teacher self-efficacy for teaching and pedagogical conceptual change in drama based professional development program. Teaching and Teacher Education, 30, 84-98.
  • Mahmoodi, M. H., Kalantari, B., & Ghaslani, R. (2014). Self-Regulated learning (srl), motivation and language achievement of Iranian efl learners. Social and Behavioral Sciences, 98, 1062-1068. doi: 10.1016/j.sbspro.2014.03.517.
  • Michalsky, T, & Schechter, C. (2013). Preservice teachers’ capacity to teach self-regulated learning: Integrating learning from problems and learning from successes. Teaching and Teacher Education 30, 60-73. Doi: 10.1016/j.tate.2012.10.009.
  • Michalsky, T. (2014). Developing the SRL-PV assessment scheme: Preservice teachers’ professional vision for teaching self-regulated learning. Studies in Educational Evaluation, 43, 214–229. Doi: 10.1016/j.stueduc.2014.05.003.
  • Olakanmi, E. E., & Gumbo, M. T. (2017). The effects of self-regulated learning training on students’ metacognition and achievement in chemistry. International Journal of Innovation in Science and Mathematics Education, 25(2), 34–48.
  • Ozan, C., Çelik, N., & Kıncal, R. (2014). Öz-düzenlemeli Öğrenme Öğretmen İnanç Ölçeği’nin dilsel eşdeğerlik, geçerlik ve güvenirlik çalışması. I. Eurasian Educational Research Congress, 24-26 Nisan, İstanbul, Türkiye.
  • Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Front. Psychol, 8, 422. Doi: 10.3389/fpsyg.2017.00422.
  • Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.
  • Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459–470.
  • Roberts, J. K., Henson, R. K., Tharp, B. Z., & Morena, N. P. (2001). An examination of change in teacher self-efficacy beliefs in science education based on the duration of in-service activities. Journal of Science Teacher Education, 12(3), 199-213.
  • Samancı, O., & Ocakçı, E. (2017). Hayat boyu öğrenme. Bayburt Eğitim Fakültesi Dergisi, 12(24), 711-722.
  • Şen, S. (2020). Mplus ile Yapısal Eşitlik Modellemesi Uygulamaları. (1. Basım). Ankara: Nobel Akademik Yayıncılık
  • Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlilik. (1. Basım). Ankara: Seçkin Yayınları.
  • Şentürk, Ş., & Duran, V. (2020). Lifelong learning tendencies of trainers in adult education. International Journal of Evaluation and Research in Education, 9(1), 1-9.
  • Tschannen-Moran, M., & Johnson, D. (2011). Exploring literacy teachers’ selfefficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27, 751-761.
  • Tschannen-Moran, M., Woolfolk-Hoy,A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
  • Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. Wittrock, Handbook of research on teaching (pp. 315-327). New York: Macmillan.
  • Winne, P. H. (2005). A perspective on state-of-the-art research on self-regulated learning. Instructional Science, 33(5e6), 559e565. Doi: 10.1007/s11251-005-1280-9.
  • Winne, P. H. (2011). A cognitive and metacognitive analysis of self-regulated learning. In Handbook of Self-Regulation of Learning and Performance, eds B. J. Zimmerman and D. H. Schunk (New York, NY: Routledge), 15–32.
  • Zimmerman, B. J., & Pons, M. M. (1989). Development of a structured interview for assesing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628.
  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An Overview. Theory into Practice, 41(2), 64-70. Doi: 10.1207/s15430421tip4102_2.
  • Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31(4), 845-862.

Öz-Düzenlemeli Öğrenme Uygulamaları Öğretmen Öz-Yeterlik Ölçeği’nin Türk Kültürüne Uyarlanması

Year 2021, Volume: 12 Issue: 1, 36 - 52, 30.04.2021

Sevilay Çırak-kurt , Esen Turan Özpolat

https://doi.org/10.19160/ijer.758926
Cited By: 1

Abstract

Bu araştırma öğretmenlerin sınıflarında öz-düzenlemeli öğrenme uygulamaları bakımından öz-yeterliklerini belirlemeyi sağlayacak “Öz-düzenlemeli Öğrenme Uygulamaları Öğretmen Öz-yeterlik Ölçeği”ni Türk kültürüne uyarlamak ve ölçeğin psikometrik özelliklerini ortaya koymak amacıyla yürütülmüştür. Araştırma kapsamında veriler 561 sınıf öğretmeninden toplanmıştır. Ölçeğin yapı geçerliğini incelemek üzere 300 öğretmenden toplanan veri seti ile açımlayıcı faktör analizi, sonrasında 261 öğretmenden toplanan ayrı bir veri seti ile ise doğrulayıcı faktör analizi işlemleri yürütülmüştür. Yürütülen geçerlik ve güvenirlik çalışmalarına göre 22 madde ve 3 boyuttan (doğrudan öğretim öz-yeterliği; seçenekler sunma öz-yeterliği; etkinlik sunumu ve değerlendirme süreci öz-yeterliği) oluşan bir yapı elde edilmiştir. Sonuçta, Öz-düzenlemeli Öğrenme Uygulamaları Öğretmen Öz-yeterlik Ölçeği Türkçe formunun öğretmenlerin öz-düzenlemeli öğrenme uygulamaları bakımından öz-yeterliklerini belirlemek amacıyla kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.

Keywords

Öz-düzenlemeli öğrenme Öğretmen öz-yeterliği Ölçek uyarlama Geçerlik ve güvenirlik

References

  • Ashton, P. T. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28–32.
  • Bandura, A. (2010). Self-efficacy. The Corsini Encyclopedia of Psychology, 1-3. doi:10.1002/9780470479216.corpsy0836.
  • Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An Internatıonal Review, 54(2), 199-231.
  • Bolhuis, S. (2003). Towards process-oriented teaching for self-directed lifelong learning: A multidimensional perspective. Learning and Instruction, 13(3), 327-347. Doi: 10.1016/S0959-4752(02)00008-7.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. (14. baskı). Ankara: Pegem Akademi Yayınları.
  • Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: a study at the school level. Journal of School Psychology, 44, 473-490.
  • Cattell, R. B. (1978). The scientific use of factor analysis in behavioral and life sciences. New York: Plenum Press.
  • Chan, D. W. (2003). Multiple intelligences and perceived self-efficacy among Chinese secondary school teachers in Hong Kong. Educational Psychology, 23(5), 521-533.
  • Chen, Z., Ma, N., & Liu, B. (2015). Lifelong learning for sentiment classification. In Proceedings of Association for Computational Linguistics, 750–756.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. (3. Baskı). Ankara: Pegem Akademi.
  • De Smul, M., Heirweg, S., Van Keer, H., Devos, G., & Vandevelde, S. (2018). How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning. Teaching and Teacher Education, 71, 214-225.
  • Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231-264.
  • Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educ Psychol Rev, 20, 391–409. Doi: 10.1007/s10648-008-9083-6.
  • Doğan, S., & Çalışkan Toyoğlu, A. (2019). Okullarda hayat boyu öğrenme yeterlilikleri. Bir durum çalışması. Electronic Journal of Social Sciences, 18(71), 1325-1348.
  • Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299.
  • Formosa, M. (2019). Active ageing through lifelong learning: The university of the third age. In: Formosa M. (eds) The university of the third age and active ageing. International perspectives on aging, 23. Springer, Cham. Doi: 10.1007/978-3-030-21515-6_1.
  • Garcia, T., & Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In D. H. Schunk, & B. J. Zimmerman, Self-regulation of learning and performance: Issues and educational applications (pp. 127-153). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Graves, M. R. (2018). Lifelong learning: Applying cognitive load theory to elder learners suffering from age-related cognitive decline. SFU Educational Review, 11(1), 91-97. Doi: 10.21810/sfuer.v11i1.755.
  • Gündoğdu, K., Yüksel, S., & Akyol, B., & Vural, R. A. (2016). Hayat boyu öğrenme konusunda yayımlanan tez ve makalelere ilişkin bir içerik analizi: 2000-2015. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 1491-1513. Doi: 10.17556/jef.88957.
  • Haşlaman, T., & Aşkar, P. (2007). Programlama dersi ile ilgili özdüzenleyici öğrenme stratejileri ve başarı arasındaki ilişkinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 110-122.
  • Haşlaman, T., & Aşkar, P. (2015). Öğrencilerin özdüzenleyici öğrenmelerinin ve öğretmenlerin özdüzenleyici öğrenmeyi destekleyen davranışlarının ölçülmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 106-121.
  • Inan, B., & Yüksel, D. (2010). Self-regulated learning: How is it applied as a part of teacher training through diary studies?. Procedia-Social and Behavioral Sciences, 3, 116-120. Doi: 10.1016/j.sbspro.2010.07.021.
  • Israel, E. (2007). Özdüzenleme eğitimi, fen başarısı ve özyeterlilik. Yayınlanmamış Doktora Tezi, Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.
  • Jöreskog, K., & Sörbom, D. (1989). LISREL 7 user’s reference guide. Chicago: Scientific Software.
  • Kaçar, T., & Beycioğlu, K. (2017). İlköğretim öğretmenlerinin özyeterlik inançlarının çeşitli değişkenler açısından incelenmesi. İlköğretim Online, 16(4), 1753-1767, Doi: 10.17051/ilkonline.2017.342988.
  • Kalaycı, Ş. (2005). SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri. Ankara: Asil Yayın Dağıtım.
  • Kiremit, H. (2006). Fen bilgisi öğretmenliği öğrencilerinin biyoloji ile ilgili öz yeterlik inançlarının karşılaştırılması. Yayınlanmamış Doktora Tezi, Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: Guilford publications.
  • Lavasani, M. G., Mirhosseini, F. S., Hejazi, E., & Davoodi, M. (2011). The effect of self-regulation learning strategies training on the academic motivation and self-efficacy. Social and Behavioral Sciences, 29, 627-632. Doi:10.1016/j.sbspro.2011.11.285.
  • Lee, B., Cawthon, S., & Dawson, K. (2012). Elementary and secondary teacher self-efficacy for teaching and pedagogical conceptual change in drama based professional development program. Teaching and Teacher Education, 30, 84-98.
  • Mahmoodi, M. H., Kalantari, B., & Ghaslani, R. (2014). Self-Regulated learning (srl), motivation and language achievement of Iranian efl learners. Social and Behavioral Sciences, 98, 1062-1068. doi: 10.1016/j.sbspro.2014.03.517.
  • Michalsky, T, & Schechter, C. (2013). Preservice teachers’ capacity to teach self-regulated learning: Integrating learning from problems and learning from successes. Teaching and Teacher Education 30, 60-73. Doi: 10.1016/j.tate.2012.10.009.
  • Michalsky, T. (2014). Developing the SRL-PV assessment scheme: Preservice teachers’ professional vision for teaching self-regulated learning. Studies in Educational Evaluation, 43, 214–229. Doi: 10.1016/j.stueduc.2014.05.003.
  • Olakanmi, E. E., & Gumbo, M. T. (2017). The effects of self-regulated learning training on students’ metacognition and achievement in chemistry. International Journal of Innovation in Science and Mathematics Education, 25(2), 34–48.
  • Ozan, C., Çelik, N., & Kıncal, R. (2014). Öz-düzenlemeli Öğrenme Öğretmen İnanç Ölçeği’nin dilsel eşdeğerlik, geçerlik ve güvenirlik çalışması. I. Eurasian Educational Research Congress, 24-26 Nisan, İstanbul, Türkiye.
  • Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Front. Psychol, 8, 422. Doi: 10.3389/fpsyg.2017.00422.
  • Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.
  • Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459–470.
  • Roberts, J. K., Henson, R. K., Tharp, B. Z., & Morena, N. P. (2001). An examination of change in teacher self-efficacy beliefs in science education based on the duration of in-service activities. Journal of Science Teacher Education, 12(3), 199-213.
  • Samancı, O., & Ocakçı, E. (2017). Hayat boyu öğrenme. Bayburt Eğitim Fakültesi Dergisi, 12(24), 711-722.
  • Şen, S. (2020). Mplus ile Yapısal Eşitlik Modellemesi Uygulamaları. (1. Basım). Ankara: Nobel Akademik Yayıncılık
  • Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlilik. (1. Basım). Ankara: Seçkin Yayınları.
  • Şentürk, Ş., & Duran, V. (2020). Lifelong learning tendencies of trainers in adult education. International Journal of Evaluation and Research in Education, 9(1), 1-9.
  • Tschannen-Moran, M., & Johnson, D. (2011). Exploring literacy teachers’ selfefficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27, 751-761.
  • Tschannen-Moran, M., Woolfolk-Hoy,A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
  • Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. Wittrock, Handbook of research on teaching (pp. 315-327). New York: Macmillan.
  • Winne, P. H. (2005). A perspective on state-of-the-art research on self-regulated learning. Instructional Science, 33(5e6), 559e565. Doi: 10.1007/s11251-005-1280-9.
  • Winne, P. H. (2011). A cognitive and metacognitive analysis of self-regulated learning. In Handbook of Self-Regulation of Learning and Performance, eds B. J. Zimmerman and D. H. Schunk (New York, NY: Routledge), 15–32.
  • Zimmerman, B. J., & Pons, M. M. (1989). Development of a structured interview for assesing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628.
  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An Overview. Theory into Practice, 41(2), 64-70. Doi: 10.1207/s15430421tip4102_2.
  • Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31(4), 845-862.
There are 53 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Educational Sciences and Sciences of Field Education
Authors

Sevilay Çırak-kurt 0000-0001-8951-8727

Esen Turan Özpolat 0000-0002-0692-7953

Publication Date April 30, 2021
Published in Issue Year 2021Volume: 12 Issue: 1

Cite

APA Çırak-kurt, S., & Turan Özpolat, E. (2021). Öz-Düzenlemeli Öğrenme Uygulamaları Öğretmen Öz-Yeterlik Ölçeği’nin Türk Kültürüne Uyarlanması. E-Uluslararası Eğitim Araştırmaları Dergisi, 12(1), 36-52. https://doi.org/10.19160/ijer.758926

Cited By

Öz-düzenlemeli Öğrenmenin Uygulanmasına İlişkin Öğretmen Öz-yeterlik Ölçeği’nin Türkçe’ye Uyarlanması: Öğretmen Adayları Örneklemi
Journal of Higher Education and Science
https://doi.org/10.5961/higheredusci.1068025
 Download Cover Image

Creative Commons Lisansı
This journal uses a CC BY-NC-SA license.


[email protected]                http://www.e-ijer.com    Address: Ege University Faculty of Education İzmir/Türkiye