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

Date

2007-01-01

Author

Yumuşak, Necmettin
Sungur, Semra
Çakıroğlu, Jale

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

178
views

0
downloads

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

Suggestions

OpenMETU
Core

Turkish preservice science teachers' efficacy beliefs regarding science teaching and their beliefs about classroom management Gencer, Ayse Savran; Çakıroğlu, Jale (Elsevier BV, 2007-07-01) The purpose of this study was to explore Turkish preservice science teachers' science teaching efficacy and classroom management beliefs. Data in this study were collected from a total number of 584 preservice science teachers utilizing the Science Teaching Efficacy Belief Instrument and the attitudes and beliefs on classroom control (ABCC) inventory. Data analysis indicated that preservice science teachers generally expressed positive efficacy beliefs regarding science teaching. In addition, results reveal...
Turkish Preservice Science Teachers Understanding of Science and Their Confidence in Teaching it Tekkaya, Ceren; Çakıroğlu, Jale; Özkan, Özlem (2004-01-01) This study examines Turkish pre-service science teachers' understanding of science concepts and their confidence in its teaching. A total of 299 senior science education major students participated in the study. Data collection instruments included the Science Concepts Test, and the Science Teaching Efficacy Belief Instrument. Although findings of the study indicated that majority of the participants held misconceptions concerning fundamental science concepts, they generally felt confident about teaching it...
Turkish student teachers' concerns about teaching Boz, Yezdan (Informa UK Limited, 2008-01-01) The purpose of this study was to examine the teaching concerns of Turkish student teachers and how these concerns differ among year groups within the teacher education programme. Data were collected from 339 student teachers using the Teacher Concerns Checklist. Analysis of the data, including both descriptive statistics and multivariate analysis of variance (MANOVA), showed that student teachers held more task-related concerns, but had the fewest self-survival concerns. In addition, fifth-year prospective ...
Turkish prospective chemistry teachers' beliefs about chemistry teaching Boz, Yezdan; Kondakçı, Esen (Informa UK Limited, 2006-11-17) In order to study the beliefs of Turkish prospective chemistry teachers about teaching chemistry, semi-structured interviews were conducted with 12 prospective teachers. Analysis of the interviews revealed that most of the prospective teachers held intermediate (transition between constructivist and traditional) beliefs about chemistry teaching. Most of the student teachers exhibited inconsistencies in their beliefs about teaching chemistry. The findings indicate the complexity of the teachers' belief syste...
The Contribution of Cognitive and Metacognitive Strategy Use to Students Science Achievement Akyol, Gülsüm; Öztekin, Ceren; Sungur, Semra (Informa UK Limited, 2010-01-01) This study examined the differences in the level of 7th-grade Turkish students' cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) in science and investigated the contribution of cognitive and metacognitive strategy use to students' science achievement. The present study also explored the relationships between students' background characteristics (gender, prior knowledge, socioeconomic status) and their cognitive and metacogn...

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, pp. 53–69, 2007, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/41130.