Öz-yeterlik, öğrenme stratejileri, değer verme ve cinsiyet: 11’inci sınıf öğrencilerinin biyoloji başarısının yordayıcıları

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Tezin Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye

Tezin Onay Tarihi: 2012

Tezin Dili: İngilizce

Öğrenci: Ayten Mutlu

Eş Danışman: JALE ÇAKIROĞLU, ESEN KONDAKÇI

Özet:

The purpose of this study was to examine the contribution of the gender, self-efficacy beliefs, task value, and learning strategies to the 11th grade students’ biology achievement.A total of 1035 students from different high schools in Yenimahalle and Çankaya districts of Ankara participated in the study.The Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia & McKeachie; 1991) and Biology Achievement Test(BAT) were used to collect data. Results of the the simultaneous multiple regression analysis indicated that 11th grade students’ gender, task values, self-efficacies and elaboration learning strategies were statistically significant predictors of their Biology achievement; whereas rehearsal and organization learning strategies were not.