A Mixed methods intervention study on the relationship between self-regulatory training and university students’ strategy use and academic achievement

Download

index.pdf

Date

2013

Author

Vural, Seniye

Metadata

Show full item record

Item Usage Stats

99
views

34
downloads

This mixed methods intervention study aims to investigate the self-regulated learning strategies (SRL) that university students reportedly used before and after the SRL intervention and the relationship between the intervention and students’ SRL awareness, reported use of SRL strategies, and their academic achievement. The study was conducted at the department of English Language and Literature of a state university in Turkey. A questionnaire was adapted from the Motivated Strategies for Learning Questionnaire (MSLQ) and administered before and after the intervention. Participants were offered self-regulatory training during which they were expected to assume the control of their learning process. Throughout the training, students identified their academic deficiencies, set goals to overcome them, and planned and implemented SRL strategies to attain their goals. They also completed weekly homework and took weekly quizzes to gauge the effectiveness of their strategies on their academic improvement towards their goals. In addition, they kept weekly journals in which they reflected on the process of their self-regulation. At the end of the training, they were administered the questionnaire again to examine any changes in their awareness or strategy use throughout the training. The results indicate that students reported using mostly resource management, especially environmental management, strategies and metacognitive strategies. An important finding was that means and frequencies of the strategies increased during the training, and t-test results showed statistically significant differences between the means. Finally, students’ quiz scores increased, although not consistently, and the results revealed statistically significant differences between quizzes 1-6, 2-6, 3-6, 4-6, and 5-6.

Subject Keywords

Academic achievement., Self-managed learning., Self-evaluation., Self-perception., Learning, Psychology of

URI

http://etd.lib.metu.edu.tr/upload/12616152/index.pdf
https://hdl.handle.net/11511/22839

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

A study of the effectiveness of a preservice teacher evaluation scheme Öngel, Sevinç; Çapa Aydın, Yeşim; Vellom, Paul (2002-04-10) A study was designed to investigate the effectiveness of a preservice teacher evaluation scheme used in the field experience component of the M.Ed. program in Mathematics, Science, and Technology Education at the Ohio State University. Subjects were student teachers (n=34), mentor teachers (n=34) and university-based supervisors (n=6). Student teachers' performances were assessed independently by student teacher, mentor, and supervisor, at two intervals (midterm and final three-way conferences). Data were c...
A cross Age Study of Elementary Students Motivation towards Science Learning Güvercin, Özge; Öztekin, Ceren; Sungur, Semra (2010-01-01) The purpose of this study was to investigate the effect of grade level and gender on elementary school students motivation towards science learning A total of 2231 sixth and eight grade students participated in the study Data were collected through Students Motivation towards Science Learning Questionnairc Two way Multivariate Analysis of Variance (MANOVA) was conducted to examine the effects of grade level and gender on student motivation e self efficacy science learning value achievement goal and performa...
A multi-group analysis of the effects of individual differences in mindfulness on nomophobia Arpaci, Ibrahim; Baloğlu, Mustafa; Kesici, Şahin (2019-03-01) This study aimed to investigate the impact of individual differences in mindfulness on nomophobia. We developed and validated two structural models to identify the relationship between mindfulness and nomophobia. The 'Nomophobia Questionnaire' and the 'Mindful Attention Awareness Scale' were used to obtain data from the subjects. One-way MANOVA results suggested a statistically significant difference in nomophobia based on higher versus lower mindfulness. Further, a multi-group analysis was conducted to tes...
A question-answer system for mobile devices in lecture-based instruction: a qualitative analysis of student engagement and learning Ataş, Amine Hatun; Delialioğlu, Ömer (2018-01-01) The aim of this study was to explore the opinions, perceptions and evaluations of students about their experiences with a question-answer system used on mobile devices in a lecture-based course. Basic qualitative research method was employed in this study to understand how students made sense of their experiences during the instruction. The participants of the study were 25 of 42 students enrolled in a Computer Hardware course, who were interviewed in five sessions of focus-groups. Data analysis was done ba...
A Multivariate Approach to Assessing Anaerobic Power Following a Plyometric Training Program Koçak, Mehmet Settar (Ovid Technologies (Wolters Kluwer Health), 1997-01-01) This study used a multivariate approach to assess anaerobic power in 20 athletes and 20 nonathletes undergoing 6 weeks of plyometric training, and 20 controls. A 3 x 2 mixed model MANOVA was done to analyze the pre-and posttest scores of vertical jump, 50-m dash, and Margaria-Kalamen stairclimbing test. The Group x Test interaction was significant (p < 0.001). Both groups that underwent plyometric training improved significantly (p < 0.01) on all tests of anaerobic power. Of the dependent measures, the Marg...

Citation Formats

S. Vural, “A Mixed methods intervention study on the relationship between self-regulatory training and university students’ strategy use and academic achievement,” Ph.D. - Doctoral Program, Middle East Technical University, 2013.