The effect of self-regulated learning on sixth-grade Turkish students' mathematics achievements and motivational beliefs

Basit Öğe Kaydı
dc.contributor.authorYidizli, Hulya
dc.contributor.authorSaban, Ahmet
dc.date.accessioned2024-02-23T14:20:44Z
dc.date.available2024-02-23T14:20:44Z
dc.date.issued2016
dc.departmentNEÜen_US
dc.description.abstractThis study examined the effect of self-regulated learning on sixth-grade Turkish students' mathematics achievements and motivational beliefs. Both quantitative and qualitative research methods were used in the study. Participants included sixth-grade students attending at TOK 125. Year Middle School in Nevehir (Turkey) during the 2014-2015 academic year. Two classes of the school were randomly appointed as experimental group (6B, 22 students) and control group (6C, 23 students), respectively. The experimental process went on for 12weeks. Instructional activities developed according to Zimmerman's cyclical model, one of the self-regulated learning models, were applied with experimental group students, meanwhile regular curriculum of MEB (Ministry of National Education) was delivered to control group students. The sub-dimensions of self-efficacy and goal orientations were included in the research under motivational beliefs aspect, which is one of the most essential aspects of self-regulated learning. The quantitative findings indicated a significant difference in favor of experimental group with regard to mathematics achievements and motivational beliefs. The qualitative data obtained through interviews and document analysis during and after the experimental process further revealed that students started to see math as fun, like it more, grasp the importance of it in everyday life, build more self-confidence, set specific targets for themselves, and monitor their learning process.en_US
dc.description.sponsorshipNecmettin Erbakan University [141410004]en_US
dc.description.sponsorshipThis work was funded by Necmettin Erbakan University [Grant id. 141410004].en_US
dc.identifier.doi10.1080/2331186X.2016.1212456
dc.identifier.issn2331-186X
dc.identifier.scopus2-s2.0-85035146702en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://doi.org/10.1080/2331186X.2016.1212456
dc.identifier.urihttps://hdl.handle.net/20.500.12452/13283
dc.identifier.volume3en_US
dc.identifier.wosWOS:000385813100001en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherTaylor & Francis Asen_US
dc.relation.ispartofCogent Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectSelf-Regulated Learningen_US
dc.subjectMath Educationen_US
dc.subjectMixed Methods Researchen_US
dc.subjectSixth-Grade Studentsen_US
dc.subjectMath Achievementen_US
dc.titleThe effect of self-regulated learning on sixth-grade Turkish students' mathematics achievements and motivational beliefsen_US
dc.typeArticleen_US

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