BibTex RIS Kaynak Göster
Yıl 2017, Cilt: 16 Sayı: 1, 0 - 0, 29.12.2016
https://doi.org/10.17051/io.2017.35679

Öz

Kaynakça

  • Akın, A., Abacı, R., & Çetin, B. (2007). Bilişötesi farkındalık envanterinin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 7(2), 655-680.
  • Altun, S., & Erden M., (2006). Öğrenmede Motive Edici Stratejiler Ölçeğinin Geçerlik ve Güvenirlik Çalışması. Yeditepe Üniversitesi. Edu7, 2(1), 16.
  • Aydın, U., & Ubuz, B. (2010). Bilişüstü Yetiler Envanteri’nin Türkçe’ye Uyarlanması: Geçerlilik Çalışması. Eğitim ve Bilim, 35(157),30-45.
  • Bağçeci, B., Döş, B., & Sarıca, R. (2011). İlköğretim öğrencilerinin üstbilişsel farkındalık düzeyleri ile akademik başarısı arasındaki ilişkinin incelenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(16), 551-556.
  • Baker, L., & Brown, A. L. (1984). Metacognitive Skills and Reading. In P. D. Pearson, R. Barr, M. L. Kamil & P. Mosenthal (Eds.), Handbook of Reading Research (pp. 353 - 394). New York: Longman.
  • Baltacı, M., & Akpınar, B. (2011). Web tabanlı öğretimin öğrenenlerin üstbiliş farkındalık düzeyine etkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(16), 319-333.
  • Baykara, K. (2011). Öğretmen adaylarının bilişötesi öğrenme stratejileri ile öğretmen yeterlik algıları üzerine bir çalışma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 80-92.
  • Boekaerts, M., & Cascallar, E. (2006). How far we moved toward the integration of theory and practice in self regulation. Educational Psychology Review,18(3),199-210.
  • Brown, A. (1987) Metacognition, executive control, self-regulation and other more mysterious mechanisms. In: Weinert, F.E., Kluwe, R.H. (eds.) Metacognition, Motivation, and Understanding, pp. 65–116. Lawrence Erlbaum, Hillsdale.
  • Büyüköztürk, Ş., Akgün, Ö.E., Özkahveci, & Demirel, F. (2004). Güdülenme ve Öğrenme Stratejileri Ölçeğinin Türkçe Formunun Geçerlilik ve Güvenirlik Çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4(2), 207-209.
  • Coutinho, S. A.,& Neuman, G. (2008). A model of metacognition, achievement goal orientation, learning style and self efficacy, Learning Environments Research, 11(2), 131-151. DOİ: 10.1007/s10984-008-9042-7.
  • Coutinho, S.A. (2007). The relationship between goals, metacognition, and academic success, Educate, 7(1), 39-47.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal Bilimler Icin Cok Degiskenli Istatistik: SPSS ve LISREL Uygulamalari. Ankara: Pegem.
  • Desoete, A., & Roeyers, H. (2002). Off-line Metacognition – A Domain-specific Retardation in Young Children with Learning Disabilities. Learning Disability Quarterly, 25, 123 139.
  • Dunning, D., Johnson, K., Ehrlinger, J., & Kruger, J. (2003). Why people fail to recognize their own incompetence. Current Directions in Psychological Science, 12(3), 83-87.
  • Efklides, A. (2006). Metacognition and affect: What can metacognitive experiences tell us about the learning process? Educational Research Review, 1(1), 3–14.
  • Field, A. (2009). Discovering statistics using SPSS (3rd ed). Thousand Oaks, CA: Sage.
  • Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Flavell, J.H. (1979). Metacognitive and cognitive monitoring: a new area of cognitive developmental inquiry. American Psychologyst, 34, 906-911.
  • Flavell, J. H. (1987) Speculation about the nature and development of metacognition. In: Winert, F., Kluwe, R. (eds.) Metacognition, Motivation, and Understanding, pp. 21–29. Lawrence Erlbaum, Hillsdale.
  • Garcia, T., & Pintrich, P.R. (1995). Assessing Students’ Motivation and Learning Strategies: The Motivated Strategies for Learning Questionnaire. Paper presented at the Annual meeting of the American Educational Research Association, San Francisco: CA.Georghiades,
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1-55.
  • Jöreskog, K., & Sörbom, D. (2007). LISREL 8 user's guide. Chicago: Scientific Software.
  • Kane,S., Lear, M., & Dube, C.M. (2014). Reflections on the role of metacognition in student reading and learning at higher education level, Africa Education Review, 11(4), 512-525.DOI: 10.1080/18146627.2014.935001
  • Karakelle, S., & Saraç, S. (2007). Çocuklar için Üst Bilişsel Farkındalık Ölçeği (ÜBFÖ-Ç) A ve B formları: Geçerlik ve güvenirlik çalışması. Türk Psikoloji Yazıları, 10(20), 87- 103.
  • Karakelle, S., & Saraç, S. (2010). Üst Biliş Hakkında Bir Gözden Geçirme: Üst Biliş Çalışmaları mı Yoksa Üst Bilişsel Yaklaşım mı?, Türk Psikoloji Yazıları, 13(26), 45-63.
  • Kayashima, M., Inaba, A., & Mizoguchi, R. (2004). What is metacognitive skill, collaborative learning strategy to facilitate development of metacognitive skill. Web: http://citeseerx.ist.psu.edu/viewdoc/summary? 1 Şubat 2015’de alınmıştır.
  • Kelloway, E. K. (1998). Using LISREL for Structural Equation Modelin: A reseracher’s guide. Thousand Oaks, CA: Sage.
  • Kruger, J & Dunning, D. (1999). Unskilled and unaware of ıt: how difficulties in recognizing one's own incompetence lead to inflated self assessments. Journal of Personality and Social Psychology, 77(6), 1121–34.
  • Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), 178-181.
  • Meijer, J. , Sleegers, P., Elshout-Mohr, M., van Daalen-Kapteijns, M., Meeus, W., & Tempelaar, D. (2013) The development of a questionnaire on metacognition for students in higher education. Educational Research, 55(1), 31-52. DOI: 10.1080/00131881.2013.767024
  • Mok, M. M. C., Lung, C. L., Cheng, D. P. W., Cheung, R. H. P., & Ng. M. L. (2006) Self‐assessment in higher education: experience in using a metacognitive approach in five case studies. Assessment & Evaluation in Higher Education, 31(4), 415-433. DOI: 10.1080/02602930600679100
  • Nelson, T. O., & Narens, L. (1994). Why investigate metacognition? In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 1–25). Cambridge, MA: MIT Press.
  • Özsoy, G. (2007). İlköğretim beşinci sınıfta üstbiliş stratejileri öğretiminin problem çözme başarısına etkisi. Yayınlanmış doktora tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Özsoy, G. (2008). Üstbiliş. Türk Egitim Bilimleri Dergisi, 6(4), 713-740.
  • Pintrich, P., Wolters, C., & Baxter, G. (2000). Assessing metacognition and self–regulated learning. In G. Schraw & J.Impara (Eds.). Issues in the measurementof metacognition (pp. 43-97).Lincoln, NE: University of Nebraska Press.
  • Schneider W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain and Education. 2(3),114–121.
  • Schraw, G. & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review, 7(4), 351-371.
  • Senemoğlu, N. (1997). Gelişim öğrenme ve öğretim kuramdan uygulamaya. Ankara: Gazi Kitabevi.
  • Shimamura, A. P. (2008). Handbook of memory and metacognition.In J.Dunlosky & R. Bjork (Eds), A Neurocognitive Approach to Metacognitive Monitoring and Control (pp. 373-390).Erlbaum Publishers: Mahnaw, NJ.
  • Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.
  • Sperling, R. A., Howard, B. C., Miller,L.A., & Murphy, C. (2002). Measures of Children’s Knowledge and Regulation of Cognition, Contemporary Educational Psychology, 27, 51–79.
  • Sungur, S., & Senler, B. (2009). An analysis of Turkish high school students' metacognition and motivation, Educational Research and Evaluation: An International Journal on Theory and Practice, 15(1), 45-62. DOI: 10.1080/13803610802591667.
  • Sungur, S. (2004). The implementation of problem-based learning in secondary school biology courses. Yayınlanmamış doktora tezi, Ortadoğu Teknik Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Tobias, S., & Everson, H. T. (2002). Knowing What You Know and What You Don’t: Further Research on Metacognitive Knowledge Monitoring (Research Report No.2002-3). New York: The College Board. Http://professionals.collegeboard.com/profdownload/pdf/071623RDCBRpt02- 3.pdf, Erişim Tarihi: 05.03.2014.
  • Tosun, A. ve Irak, M. (2008). Üstbiliş Ölçeği-30’un Türkçe uyarlaması, geçerliği, güvenirliği, kaygı ve obsesif kompuülsif belirtilerle ilişkisi. Türk Psikiyatri Dergisi, 19(1), 67-80.
  • Veenman, M. V. J., Elshout, J. J., & Meijer, J. (1997). The generality vs. domain-specificity of metacognitive skills in novice learning across domains. Learning and Instruction, 7, 187–209.
  • Wells, A., & Cartwright-Hatton, S. (2004). A short form of the Metacognitions Questionnaire: properties of the MCQ- 30. Behaviour Research and Therapy, 42, 385–396.
  • Woolfolk, E.A. (1998). Educational psychology. USA: Allyn Bacon
  • Yılmaz, E., Gençöz, T., & Wells, A. (2008). Assesment psychometric characteristics of the Penn State Worry Questionnaire and Metacognitions Questionnaire-30 and metacognitive predictors of worry and obsessive compulsive symtoms in a Turkish sample. Clinical Psychology and Psychotherapy, 15, 424-439.
  • Yore, L.D., & Treagust, D.F. (2006). Current Realities and Future Possibilities: Language and science literacy—empowering research and informing instruction, International Journal of Science Education, 28:2-3, 291-314. DOI: 10.1080/09500690500336973.
  • Young, A., & Fry, J. D. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8(2), 1-10.
  • Zohar, A., & Barzilai, S. (2013). A review of research on metacognition in science education: current and future directions. Studies in Science Education, 49(2), 121-169.

Adaptation of Awareness of Independent Learning Inventory (AILI) to Turkish: Validity and Reliability Study

Yıl 2017, Cilt: 16 Sayı: 1, 0 - 0, 29.12.2016
https://doi.org/10.17051/io.2017.35679

Öz

In this study, it was aimed to adapt the Awareness of Independent Learning Inventory (AILI), designed by Meijera et al. (2013) to measure university students’ metacognitive knowledge, metacognitive skills, and metacognitive attitude levels, to Turkish and to do the validity and reliability study of the Turkish version of this inventory. For this purpose, three different studies were conducted. The first study was done with 25, the second with 291, and the third with 303 pre-service teachers. In the adaptation process, language experts were brought in to judge the linguistic validity of the inventory. Confirmatory factor analyses were done on the data. According to the fit indices, the proposed three-factor structure was found to be consistent with the data set.  Cronbach Alpha coefficients for the sub-dimensions of the scale were found as 0.81 for the metacognitive knowledge sub-dimension (13 items), 0.85 for the metacognitive skills sub-dimension (13 items), and 0.79 for the metacognitive attitudes sub-dimension (10 items). According to the findings of the study, it can be claimed that the Turkish version of the AILI, BÖFE (Bağımsız Öğrenme Farkındalığı Envanteri) is a valid and reliable scale to measure metacognitive knowledge, metacognitive skills, and metacognitive attitudes.

Kaynakça

  • Akın, A., Abacı, R., & Çetin, B. (2007). Bilişötesi farkındalık envanterinin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 7(2), 655-680.
  • Altun, S., & Erden M., (2006). Öğrenmede Motive Edici Stratejiler Ölçeğinin Geçerlik ve Güvenirlik Çalışması. Yeditepe Üniversitesi. Edu7, 2(1), 16.
  • Aydın, U., & Ubuz, B. (2010). Bilişüstü Yetiler Envanteri’nin Türkçe’ye Uyarlanması: Geçerlilik Çalışması. Eğitim ve Bilim, 35(157),30-45.
  • Bağçeci, B., Döş, B., & Sarıca, R. (2011). İlköğretim öğrencilerinin üstbilişsel farkındalık düzeyleri ile akademik başarısı arasındaki ilişkinin incelenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(16), 551-556.
  • Baker, L., & Brown, A. L. (1984). Metacognitive Skills and Reading. In P. D. Pearson, R. Barr, M. L. Kamil & P. Mosenthal (Eds.), Handbook of Reading Research (pp. 353 - 394). New York: Longman.
  • Baltacı, M., & Akpınar, B. (2011). Web tabanlı öğretimin öğrenenlerin üstbiliş farkındalık düzeyine etkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(16), 319-333.
  • Baykara, K. (2011). Öğretmen adaylarının bilişötesi öğrenme stratejileri ile öğretmen yeterlik algıları üzerine bir çalışma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 80-92.
  • Boekaerts, M., & Cascallar, E. (2006). How far we moved toward the integration of theory and practice in self regulation. Educational Psychology Review,18(3),199-210.
  • Brown, A. (1987) Metacognition, executive control, self-regulation and other more mysterious mechanisms. In: Weinert, F.E., Kluwe, R.H. (eds.) Metacognition, Motivation, and Understanding, pp. 65–116. Lawrence Erlbaum, Hillsdale.
  • Büyüköztürk, Ş., Akgün, Ö.E., Özkahveci, & Demirel, F. (2004). Güdülenme ve Öğrenme Stratejileri Ölçeğinin Türkçe Formunun Geçerlilik ve Güvenirlik Çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4(2), 207-209.
  • Coutinho, S. A.,& Neuman, G. (2008). A model of metacognition, achievement goal orientation, learning style and self efficacy, Learning Environments Research, 11(2), 131-151. DOİ: 10.1007/s10984-008-9042-7.
  • Coutinho, S.A. (2007). The relationship between goals, metacognition, and academic success, Educate, 7(1), 39-47.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal Bilimler Icin Cok Degiskenli Istatistik: SPSS ve LISREL Uygulamalari. Ankara: Pegem.
  • Desoete, A., & Roeyers, H. (2002). Off-line Metacognition – A Domain-specific Retardation in Young Children with Learning Disabilities. Learning Disability Quarterly, 25, 123 139.
  • Dunning, D., Johnson, K., Ehrlinger, J., & Kruger, J. (2003). Why people fail to recognize their own incompetence. Current Directions in Psychological Science, 12(3), 83-87.
  • Efklides, A. (2006). Metacognition and affect: What can metacognitive experiences tell us about the learning process? Educational Research Review, 1(1), 3–14.
  • Field, A. (2009). Discovering statistics using SPSS (3rd ed). Thousand Oaks, CA: Sage.
  • Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Flavell, J.H. (1979). Metacognitive and cognitive monitoring: a new area of cognitive developmental inquiry. American Psychologyst, 34, 906-911.
  • Flavell, J. H. (1987) Speculation about the nature and development of metacognition. In: Winert, F., Kluwe, R. (eds.) Metacognition, Motivation, and Understanding, pp. 21–29. Lawrence Erlbaum, Hillsdale.
  • Garcia, T., & Pintrich, P.R. (1995). Assessing Students’ Motivation and Learning Strategies: The Motivated Strategies for Learning Questionnaire. Paper presented at the Annual meeting of the American Educational Research Association, San Francisco: CA.Georghiades,
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1-55.
  • Jöreskog, K., & Sörbom, D. (2007). LISREL 8 user's guide. Chicago: Scientific Software.
  • Kane,S., Lear, M., & Dube, C.M. (2014). Reflections on the role of metacognition in student reading and learning at higher education level, Africa Education Review, 11(4), 512-525.DOI: 10.1080/18146627.2014.935001
  • Karakelle, S., & Saraç, S. (2007). Çocuklar için Üst Bilişsel Farkındalık Ölçeği (ÜBFÖ-Ç) A ve B formları: Geçerlik ve güvenirlik çalışması. Türk Psikoloji Yazıları, 10(20), 87- 103.
  • Karakelle, S., & Saraç, S. (2010). Üst Biliş Hakkında Bir Gözden Geçirme: Üst Biliş Çalışmaları mı Yoksa Üst Bilişsel Yaklaşım mı?, Türk Psikoloji Yazıları, 13(26), 45-63.
  • Kayashima, M., Inaba, A., & Mizoguchi, R. (2004). What is metacognitive skill, collaborative learning strategy to facilitate development of metacognitive skill. Web: http://citeseerx.ist.psu.edu/viewdoc/summary? 1 Şubat 2015’de alınmıştır.
  • Kelloway, E. K. (1998). Using LISREL for Structural Equation Modelin: A reseracher’s guide. Thousand Oaks, CA: Sage.
  • Kruger, J & Dunning, D. (1999). Unskilled and unaware of ıt: how difficulties in recognizing one's own incompetence lead to inflated self assessments. Journal of Personality and Social Psychology, 77(6), 1121–34.
  • Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), 178-181.
  • Meijer, J. , Sleegers, P., Elshout-Mohr, M., van Daalen-Kapteijns, M., Meeus, W., & Tempelaar, D. (2013) The development of a questionnaire on metacognition for students in higher education. Educational Research, 55(1), 31-52. DOI: 10.1080/00131881.2013.767024
  • Mok, M. M. C., Lung, C. L., Cheng, D. P. W., Cheung, R. H. P., & Ng. M. L. (2006) Self‐assessment in higher education: experience in using a metacognitive approach in five case studies. Assessment & Evaluation in Higher Education, 31(4), 415-433. DOI: 10.1080/02602930600679100
  • Nelson, T. O., & Narens, L. (1994). Why investigate metacognition? In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 1–25). Cambridge, MA: MIT Press.
  • Özsoy, G. (2007). İlköğretim beşinci sınıfta üstbiliş stratejileri öğretiminin problem çözme başarısına etkisi. Yayınlanmış doktora tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Özsoy, G. (2008). Üstbiliş. Türk Egitim Bilimleri Dergisi, 6(4), 713-740.
  • Pintrich, P., Wolters, C., & Baxter, G. (2000). Assessing metacognition and self–regulated learning. In G. Schraw & J.Impara (Eds.). Issues in the measurementof metacognition (pp. 43-97).Lincoln, NE: University of Nebraska Press.
  • Schneider W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain and Education. 2(3),114–121.
  • Schraw, G. & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review, 7(4), 351-371.
  • Senemoğlu, N. (1997). Gelişim öğrenme ve öğretim kuramdan uygulamaya. Ankara: Gazi Kitabevi.
  • Shimamura, A. P. (2008). Handbook of memory and metacognition.In J.Dunlosky & R. Bjork (Eds), A Neurocognitive Approach to Metacognitive Monitoring and Control (pp. 373-390).Erlbaum Publishers: Mahnaw, NJ.
  • Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.
  • Sperling, R. A., Howard, B. C., Miller,L.A., & Murphy, C. (2002). Measures of Children’s Knowledge and Regulation of Cognition, Contemporary Educational Psychology, 27, 51–79.
  • Sungur, S., & Senler, B. (2009). An analysis of Turkish high school students' metacognition and motivation, Educational Research and Evaluation: An International Journal on Theory and Practice, 15(1), 45-62. DOI: 10.1080/13803610802591667.
  • Sungur, S. (2004). The implementation of problem-based learning in secondary school biology courses. Yayınlanmamış doktora tezi, Ortadoğu Teknik Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Tobias, S., & Everson, H. T. (2002). Knowing What You Know and What You Don’t: Further Research on Metacognitive Knowledge Monitoring (Research Report No.2002-3). New York: The College Board. Http://professionals.collegeboard.com/profdownload/pdf/071623RDCBRpt02- 3.pdf, Erişim Tarihi: 05.03.2014.
  • Tosun, A. ve Irak, M. (2008). Üstbiliş Ölçeği-30’un Türkçe uyarlaması, geçerliği, güvenirliği, kaygı ve obsesif kompuülsif belirtilerle ilişkisi. Türk Psikiyatri Dergisi, 19(1), 67-80.
  • Veenman, M. V. J., Elshout, J. J., & Meijer, J. (1997). The generality vs. domain-specificity of metacognitive skills in novice learning across domains. Learning and Instruction, 7, 187–209.
  • Wells, A., & Cartwright-Hatton, S. (2004). A short form of the Metacognitions Questionnaire: properties of the MCQ- 30. Behaviour Research and Therapy, 42, 385–396.
  • Woolfolk, E.A. (1998). Educational psychology. USA: Allyn Bacon
  • Yılmaz, E., Gençöz, T., & Wells, A. (2008). Assesment psychometric characteristics of the Penn State Worry Questionnaire and Metacognitions Questionnaire-30 and metacognitive predictors of worry and obsessive compulsive symtoms in a Turkish sample. Clinical Psychology and Psychotherapy, 15, 424-439.
  • Yore, L.D., & Treagust, D.F. (2006). Current Realities and Future Possibilities: Language and science literacy—empowering research and informing instruction, International Journal of Science Education, 28:2-3, 291-314. DOI: 10.1080/09500690500336973.
  • Young, A., & Fry, J. D. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8(2), 1-10.
  • Zohar, A., & Barzilai, S. (2013). A review of research on metacognition in science education: current and future directions. Studies in Science Education, 49(2), 121-169.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Bölüm Araştırma Makaleleri
Yazarlar

YAVUZ Sökmen

YASEMİN Taş

SAVAŞ Yeşilyurt

AHMET Nalçacı Bu kişi benim

Yayımlanma Tarihi 29 Aralık 2016
Yayımlandığı Sayı Yıl 2017 Cilt: 16 Sayı: 1

Kaynak Göster

APA Sökmen, Y., Taş, Y., Yeşilyurt, S., Nalçacı, A. (2016). Adaptation of Awareness of Independent Learning Inventory (AILI) to Turkish: Validity and Reliability Study. İlköğretim Online, 16(1). https://doi.org/10.17051/io.2017.35679
AMA Sökmen Y, Taş Y, Yeşilyurt S, Nalçacı A. Adaptation of Awareness of Independent Learning Inventory (AILI) to Turkish: Validity and Reliability Study. İOO. Aralık 2016;16(1). doi:10.17051/io.2017.35679
Chicago Sökmen, YAVUZ, YASEMİN Taş, SAVAŞ Yeşilyurt, ve AHMET Nalçacı. “Adaptation of Awareness of Independent Learning Inventory (AILI) to Turkish: Validity and Reliability Study”. İlköğretim Online 16, sy. 1 (Aralık 2016). https://doi.org/10.17051/io.2017.35679.
EndNote Sökmen Y, Taş Y, Yeşilyurt S, Nalçacı A (01 Aralık 2016) Adaptation of Awareness of Independent Learning Inventory (AILI) to Turkish: Validity and Reliability Study. İlköğretim Online 16 1
IEEE Y. Sökmen, Y. Taş, S. Yeşilyurt, ve A. Nalçacı, “Adaptation of Awareness of Independent Learning Inventory (AILI) to Turkish: Validity and Reliability Study”, İOO, c. 16, sy. 1, 2016, doi: 10.17051/io.2017.35679.
ISNAD Sökmen, YAVUZ vd. “Adaptation of Awareness of Independent Learning Inventory (AILI) to Turkish: Validity and Reliability Study”. İlköğretim Online 16/1 (Aralık 2016). https://doi.org/10.17051/io.2017.35679.
JAMA Sökmen Y, Taş Y, Yeşilyurt S, Nalçacı A. Adaptation of Awareness of Independent Learning Inventory (AILI) to Turkish: Validity and Reliability Study. İOO. 2016;16. doi:10.17051/io.2017.35679.
MLA Sökmen, YAVUZ vd. “Adaptation of Awareness of Independent Learning Inventory (AILI) to Turkish: Validity and Reliability Study”. İlköğretim Online, c. 16, sy. 1, 2016, doi:10.17051/io.2017.35679.
Vancouver Sökmen Y, Taş Y, Yeşilyurt S, Nalçacı A. Adaptation of Awareness of Independent Learning Inventory (AILI) to Turkish: Validity and Reliability Study. İOO. 2016;16(1).