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


ŞENLER B., Sungur-Vural S.

ERPA International Congress on Education (ERPA), İstanbul, Türkiye, 6 - 08 Haziran 2014, cilt.152, ss.551-556 identifier

  • Cilt numarası: 152
  • Doi Numarası: 10.1016/j.sbspro.2014.09.242
  • Basıldığı Şehir: İstanbul
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.551-556

Özet

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.