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

Date

2014-06-08

Author

ŞENLER, BURCU
Sungur-Vural, Semra

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This work is licensed under a 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

Collections

Department of Mathematics and Science Education, Conference / Seminar

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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: https://hdl.handle.net/11511/64907.