Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Teacher self-regulation: examining a multidimensional construct
Date
2009-01-01
Author
Çapa Aydın, Yeşim
Sungur, Semra
Kondakçı, Esen
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
349
views
0
downloads
Cite This
This study aimed to develop and validate an instrument to assess the multidimensional nature of teacher self-regulation. A nine-factor structure was proposed: goal setting, intrinsic interest, performance goal orientation, mastery goal orientation, self-instruction, emotional control, self-evaluation, self-reaction, and help-seeking. Through a series of confirmatory factor analyses with different samples, this nine-factor structure was supported. Reliability estimates were also satisfactory. Further validation evidence was provided through canonical correlation analysis between teacher self-regulation and teachers' sense of efficacy. Results indicated that the Teacher Self-Regulation Scale can be utilised as a valid and reliable instrument to assess teachers' self-regulatory strategies.
Subject Keywords
Experimental and Cognitive Psychology
,
Education
,
Developmental and Educational Psychology
URI
https://hdl.handle.net/11511/38442
Journal
EDUCATIONAL PSYCHOLOGY
DOI
https://doi.org/10.1080/01443410902927825
Collections
Department of Educational Sciences, Article
Suggestions
OpenMETU
Core
Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts
Kondakçı, Esen; Geban, Ömer (Springer Science and Business Media LLC, 2005-07-01)
The purpose of this study was to investigate the effect of conceptual change texts accompanied with concept mapping instruction, compared to traditional instruction (TI), on 8th grade students' understanding of solution concepts and their attitudes toward science as a school subject. Solution Concept Test was developed as a result of examination of related literature and interviews with teachers regarding their observations of students' difficulties. The test was administered to a total of 64 eighth grade s...
Students Perceptions of Science Teachers Interpersonal Behaviour in Secondary Schools Development of a Turkish Version of the Questionnaire on Teacher Interaction
TELLİ, SİBEL; DEN BROK, Perry; Çakıroğlu, Jale (Springer Science and Business Media LLC, 2007-01-01)
The purpose of the study was to investigate the reliability and validity of a Turkish adaptation of an existing instrument for measuring teacher interpersonal behaviour. The Questionnaire on Teacher Interaction (QTI) maps teacher behaviour in terms of two dimensions: Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). A sample of 674 students from 24 classes (Grades 9–11) of experienced teachers in two Turkish secondary schools participated in the study. Development of the instrument in...
Development and Psychometric Evaluation of the High School Chemistry Self-Efficacy Scale
Çapa Aydın, Yeşim (SAGE Publications, 2009-10-01)
The aim of this study was to develop a scale assessing high school students' self-efficacy beliefs in chemistry-related tasks and to assess psychometric properties of scores on this scale. A pilot study with a sample of 150 high school students provided initial evidence for two-factor structure of 16-item scale, named High School Chemistry Self-Efficacy Scale (HCSS). The final form of the HCSS was administered to 362 high school students in Turkey. Confirmatory factor analysis fit indices and factor pattern...
Preschool Movement Education in Turkey: Perceptions of Preschool Administrators and Parents
Sevimli Çelik, Serap; Kirazcı, Sadettin; İnce, Mustafa Levent (Springer Science and Business Media LLC, 2011-12-01)
The purpose of this study was to examine the perceptions of preschool administrators and parents about preschool movement education and movement practices in preschools. Participants were 8 preschool administrators and 21 parents from 8 randomly selected private preschools in one of the municipalities in Ankara, Turkey. Semi-structured interviews, field visits, and observations were conducted, and written documents were collected. The findings indicate that preschool administrators and parents have limited ...
Investigating early childhood teachers' views on science teaching practices: the integration of science with visual art in early childhood settings
Yilmaztekin, Elif Ozturk; Erden, Feyza (Informa UK Limited, 2017-01-01)
This study investigates early childhood teachers' views about science teaching practices in an early childhood settings. It was conducted in a preschool located in Ankara, Turkey. The data of the study were collected through multiple sources of information such as interviews with early childhood teachers and observations of their practices in the classroom. The findings of this study indicated that early childhood teachers believed in the importance of science activities in their practices and they claimed ...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
Y. Çapa Aydın, S. Sungur, and E. Kondakçı, “Teacher self-regulation: examining a multidimensional construct,”
EDUCATIONAL PSYCHOLOGY
, pp. 345–356, 2009, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/38442.