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Pre-service science teachers' use of self-regulation strategies
Date
2014-06-08
Author
ŞENLER, BURCU
Sungur-Vural, Semra
Metadata
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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
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The aim of this study was twofold: first, to examine the relationship between use of self-regulation strategies and academic performance; and second, to analyze gender differences in use of self-regulation strategies. For the specified purposes, 1794 senior pre-service science teachers (876 males, 905 females, and 13 no response) participated in the study. Results showed that GPA was significantly but not strongly associated with task value, metacognitive self-regulation, effort regulation, peer learning, mastery approach, performance approach, and mastery avoidance. It was also found that pre-service science teachers' scores of task value, metacognitive self-regulation, effort regulation, mastery approach, and mastery avoidance differ in terms of their gender. (C) 2014 The Authors. Published by Elsevier Ltd.
Subject Keywords
Pre-service science teachers
,
Self-regulation
,
Gpa
,
Gender
URI
https://hdl.handle.net/11511/64907
DOI
https://doi.org/10.1016/j.sbspro.2014.09.242
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Department of Mathematics and Science Education, Conference / Seminar
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B. ŞENLER and S. Sungur-Vural, “Pre-service science teachers’ use of self-regulation strategies,” 2014, vol. 152, p. 551, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/64907.
