Pre-service science teachers' use of self-regulation strategies

Sungur-Vural, Semra
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.


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The purposes of this study were to describe pre-service science teachers’(PTs) perceptions and practices about using history of science(HOS) in their instructions and their experiences as in-service teachers(ITs) and to determine the relationship between PTs perceptions and practices about using HOS in their classrooms. The HOS Instructional Survey was administered to 68 PTs in two different universities in Turkey. After these students had graduated, some questions were asked about their views about practic...
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The aim of this study was to examine the relationships among pre-service science teachers’ personality, self-regulation, and teaching self-efficacy by proposing and testing a comprehensive conceptual model. In the model, it was hypothesized that personality traits are directly linked to pre-service science teachers’ self-efficacy and academic self-regulation, and pre-service science teachers’ academic self-regulation is directly related to their self-efficacy. A total of 1794 pre-service science teachers (8...
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GÜR, GÜLBİR; Çakıroğlu, Jale; Çapa Aydın, Yeşim (2012-10-01)
The purpose of this study was to examine the predictors of teachers' sense of efficacy. Data were collected from 383 science, mathematics, and classroom teachers using Teachers' Sense of Efficacy Scale and additional items for assessing predictors including gender, teaching field, years of teaching experience, satisfaction with performance, support from colleagues, support from parents, support from administration, and teaching resources. Data were analyzed by utilizing hierarchical regression analysis. Res...
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The aim of this study is to determine pre-service science teachers' genetic literacy level and their attitude towards genetics. The Genetics Literacy Assessment Instrument (GLAI; Bowling et al., 2008) and the Genetics Attitude Scale (see Acra, 2003) were used to collect relevant data. Pre-service science teachers held quite favorable attitude towards genetics (M=3.75) while they had a relatively low level of genetic literacy (M=15.39). Their knowledge levels with respect to dimensions of the GLAI varied. Fo...
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İler, Celal; Olgan, Refika; Department of Early Childhood Education (2015)
The aims of this study were; (1) to examine the pre-service early childhood teachers’ beliefs on inclusion, their personality traits, (2) the relationship between the pre-service early childhood teachers’ beliefs on inclusion and their personality traits, and (3) whether the pre-service early childhood teachers’ beliefs on inclusive education differ with respect to participation a course on inclusive education. The participant of the study were 907 second, third and fourth year pre-service early childhood t...
Citation Formats
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: