An examination of the self-regulation for science learning of middle school students with different achievement levels

Karaca M., BEKTAŞ O., Tarkın Çelikkıran A.

PSYCHOLOGY IN THE SCHOOLS, cilt.60, sa.3, ss.511-540, 2023 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 60 Sayı: 3
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1002/pits.22776
  • Dergi Adı: PSYCHOLOGY IN THE SCHOOLS
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, PASCAL, Applied Science & Technology Source, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo
  • Sayfa Sayıları: ss.511-540
  • Anahtar Kelimeler: case study, middle school students, qualitative, science education, self-regulation, CRITICAL THINKING, HELP-SEEKING, MOTIVATION, PERSPECTIVE, BELIEFS, ADOLESCENCE, STRATEGIES, TEACHERS, EFFICACY, SKILL
  • Van Yüzüncü Yıl Üniversitesi Adresli: Evet

Özet

This research aims to examine the self-regulation of students with different achievement levels toward science learning based on Zimmerman's model including three phases: forethought, performance, and self-reflection. The research was conducted based on the case study from the qualitative research method. The study group consisted of 12 students who have different academic achievement levels and are studying at different levels of a middle school in Kayseri province, Turkey. The data of the research were collected through semistructured interviews and analyzed using content analysis. It was determined that each phase of self-regulation was not compatible with academic achievement, and individual differences came to the fore in students' self-regulation. The authors concluded that a student's level in all subdimensions of self-regulation was not the same. They also found that not only academic achievement affected the subdimensions of self-regulation, but also individual factors and differences.