Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Development and validation of Self regulatory Strategies Scale
Date
2007-09-21
Author
Kadıoğlu, Cansel
Uzuntiryaki, Esen
Çapa Aydın, Yeşim
Metadata
Show full item record
Item Usage Stats
162
views
0
downloads
Cite This
The present paper reports the findings of the pilot study of the development and validation of a new scale assessing self-regulatory strategies that high school students use while studying for chemistry class. In total, 422 high school students in Ankara in Turkey participated in this study. An exploratory factor analysis was conducted using maximum likelihood method of extraction and direct oblimin rotation to allow for correlations among factors. Results indicated that the Self-Regulatory Strategies Scale (SRSS) is a valid and reliable tool for studying high school students� self-regulatory strategies while studying for chemistry. Eight factors obtained in the factor analysis were labeled as motivation regulation, effort regulation, planning, attention focusing, summary strategy, highlighting strategy, additional resources, and self-instruction. The Cronbach alpha for the entire questionnaire was 0.92; for each scale, alpha ranged from 0.69 to 0.82. The study also provides suggestions for uses of the instrument in classroom settings to enhance learning.
URI
0
https://hdl.handle.net/11511/81945
http://www.leeds.ac.uk/educol/documents/166039.htm
Collections
Department of Educational Sciences, Conference / Seminar
Suggestions
OpenMETU
Core
Development and Validation of Chemistry Self-Efficacy Scale for College Students
UZUNTIRYAKI, ESEN; Çapa Aydın, Yeşim (2009-08-01)
This study described the process of developing and validating the College Chemistry Self-Efficacy Scale (CCSS) that can be used to assess college students' beliefs in their ability to perform essential tasks in chemistry. In the first phase, data collected from 363 college students provided evidence for the validity and reliability of the new scale. Three dimensions emerged: self-efficacy for cognitive skills, self-efficacy for psychomotor skills, and self-efficacy for everyday applications. In the second p...
Investigation of the Effect of Peer-Led Team Learning Model on University Students’ Exam Achievement in General Chemistry
Eren Şişman, Nuran Ece; Çiğdemoğlu, Ceyhan; Geban, Ömer (2018-06-01)
The purpose of this study is to compare freshmen engineering students’ exam achievement in general chemistry course using peer-led team learning model and traditional instruction and to investigate the effect of the methods on different achieving level students. A total of 128 students who were instructed by the same professor participated in the study. Both in PLTL and traditional class consisted of different engineering disciplines. Throughout the semester, PLTL model was implemented in the experimental...
DEVELOPMENT AND VALIDATION OF SCIENCE HOMEWORK SCALE FOR MIDDLE-SCHOOL STUDENTS
Taş, Yasemin; Sungur, Semra; Öztekin, Ceren (2016-04-01)
The aim of this study was to develop and validate Science Homework Scale (SHS) which assesses middle-school (grades 6-8) students' perceptions of teachers' homework practices and homework self-regulation in science. Students' perceptions of teachers' homework practices included homework quality and feedback on homework while students' homework self-regulation consisted of homework goal orientations (i.e. mastery, performance, and work-avoidance), homework strategy use (i.e. deep learning and management), an...
Development of Self Regulatory Strategies Scale SRSS
KADIOĞLU, CANSEL; UZUNTİRYAKİ, ESEN; Çapa Aydın, Yeşim (2011-04-01)
The purpose of this study was to develop a scale assessing high school students' use of self-regulatory strategies while studying. In the pilot study, the scale was administered to 422 students. Eight factors were obtained through explanatory factor analysis: namely, motivation regulation, effort regulation, planning, attention focusing, summary strategy, highlighting strategy, using additional resources, and self-instruction. In the validation study, the 29-item final version of the scale was administered ...
Implementation of self-regulatory instruction to promote students' achievement and learning strategies in the high school chemistry classroom
Kadioglu-Akbulut, Cansel; Kondakçı, Esen (2021-01-01)
The current study investigated the effectiveness of self-regulatory instruction developed based on guided inquiry on 11th grade students' use of learning strategies and achievement in chemistry, compared to traditionally designed chemistry instruction. Additionally, the self-regulatory processes in which students engaged and the development of these processes over the course of the study were examined. For this purpose, mixed-method design was employed. In total, 78 students participated in the study: 38 st...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
C. Kadıoğlu, E. Uzuntiryaki, and Y. Çapa Aydın, “Development and validation of Self regulatory Strategies Scale,” 2007, Accessed: 00, 2021. [Online]. Available: 0.
