Turkish high school students biology achievement in relation to academic self regulation

Date

2007-01-01

Author

Yumuşak, Necmettin
Sungur, Semra
Çakıroğlu, Jale

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This study aimed at investigating the contribution of motivational beliefs, cognitive, and metacognitive strategy use to Turkish high school students' achievement in biology. In order to investigate the specified purpose of the study, 519 tenth-grade students were administered the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) and a Biology Achievement Test developed by the researchers. Results of multiple linear regression analyses showed that extrinsic goal orientation, task value, rehearsal strategy use, organization strategy use, management of time and study environment, and peer learning contributed significantly to the prediction of achievement scores.

Subject Keywords

Education

URI

https://hdl.handle.net/11511/41130

Journal

Educational Research and Evaluation

DOI

https://doi.org/10.1080/13803610600853749

Collections

Department of Mathematics and Science Education, Article

Citation Formats

N. Yumuşak, S. Sungur, and J. Çakıroğlu, “Turkish high school students biology achievement in relation to academic self regulation,” Educational Research and Evaluation, vol. 13, pp. 53–69, 2007, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/41130.