THE IMPACT OF TEACHING QUALITY ON SELF-REGULATED LEARNING PROCESSES

Date

2025-5

Author

Bezci, Filiz

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This study investigates the structural relationships between teaching quality and the core phases of self-regulated learning: self-reflection, forethought, and performance. Guided by Zimmerman’s cyclical model, the research utilizes structural equation modeling to analyze how teaching practices influence students’ cognitive strategies, motivational beliefs, and behavioral engagement. The data were obtained from a nationally representative sample of 5128 Turkish students who participated in the PISA 2022 assessment. Each phase of self-regulated learning was assessed using theoretically grounded indicators. The self-reflection phase encompassed a growth mindset, self-directed learning self-efficacy, mathematics anxiety, and a sense of belonging. The forethought phase was captured through intrinsic motivation, subjective familiarity with mathematical concepts, and mathematics self-efficacy. The performance phase involved self-control, critical thinking, and perseverance. Teaching quality was evaluated based on students’ perceptions of disciplinary climate, teacher support, and cognitively activating instruction. The results demonstrated that teaching quality significantly and directly influenced the performance phase, with indirect effects also observed through the forethought phase. Moreover, self-reflection exhibited a substantial indirect impact on performance by shaping students’ motivational readiness and planning in the forethought phase. These findings underscore the essential role of high-quality teaching in enhancing students’ self-regulatory capabilities, particularly in the initial phases of learning. Situated within the Turkish education system, this study provides valuable insights for developing instructional practices that promote strategic thinking, student agency, and long-term academic success.

Subject Keywords

Self-Regulation, Teaching Quality, Academic Motivation, Turkish Students, PISA 2022

URI

https://hdl.handle.net/11511/114571

Collections

Graduate School of Social Sciences, Thesis