An Assessment of Prospective Teachers' Views Toward Their Self-Regulated Learning Skills in Terms of Several Variables
The purpose of this descriptive study is to determine if prospective teachers’ views on self-regulated learning skills changed significantly in terms of gender, department and university entrance score type. Study group of the research comprised of fourth year prospective teachers enrolled at the de...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Gaziantep University
2012-12-01
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| Series: | Gaziantep University Journal of Social Sciences |
| Subjects: | |
| Online Access: | http://dergipark.gov.tr/jss/issue/24238/256953?publisher=gantep |
| _version_ | 1797914316992675840 |
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| author | Mehmet Nuri Gömleksiz Demet Demiralp |
| author_facet | Mehmet Nuri Gömleksiz Demet Demiralp |
| author_sort | Mehmet Nuri Gömleksiz |
| collection | DOAJ |
| description | The purpose of this descriptive study is to determine if prospective teachers’ views on self-regulated learning skills changed significantly in terms of gender, department and university entrance score type. Study group of the research comprised of fourth year prospective teachers enrolled at the departments of Classroom Teaching, Social Studies Teaching, Science Teaching, Turkish Language Teaching, Computer and Instructional Technologies, Primary Mathematics Education and Art Education in the Faculty of Education of Fırat University. Self-regulated Learning Skills Scale developed by Turan (2009) to determine university students’ self-regulated learning skills was used as the data collection tool. Independent samples t test and Mann Whtiney U test were utilized to compare prospective teachers’ views in terms of gender variable while Kruskal Wallis H was used in terms of department and university entrance score type. Results of the study revealed that prospective teachers’ views did not statistically differ toward in terms of motivation and action to learning, planning and determining aims, strategy using and assessment, and lack of self-directedness related to gender variable. It was determined that prospective teachers’ views differed significantly related to department and university entrance score type |
| first_indexed | 2024-04-10T12:24:53Z |
| format | Article |
| id | doaj.art-c84847c1659f493d98f0258922a4137f |
| institution | Directory Open Access Journal |
| issn | 2149-5459 |
| language | English |
| last_indexed | 2024-04-10T12:24:53Z |
| publishDate | 2012-12-01 |
| publisher | Gaziantep University |
| record_format | Article |
| series | Gaziantep University Journal of Social Sciences |
| spelling | doaj.art-c84847c1659f493d98f0258922a4137f2023-02-15T16:15:14ZengGaziantep UniversityGaziantep University Journal of Social Sciences2149-54592012-12-01113777795136An Assessment of Prospective Teachers' Views Toward Their Self-Regulated Learning Skills in Terms of Several VariablesMehmet Nuri Gömleksiz0Demet Demiralp1Fırat Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Bölümü, Elazığ?The purpose of this descriptive study is to determine if prospective teachers’ views on self-regulated learning skills changed significantly in terms of gender, department and university entrance score type. Study group of the research comprised of fourth year prospective teachers enrolled at the departments of Classroom Teaching, Social Studies Teaching, Science Teaching, Turkish Language Teaching, Computer and Instructional Technologies, Primary Mathematics Education and Art Education in the Faculty of Education of Fırat University. Self-regulated Learning Skills Scale developed by Turan (2009) to determine university students’ self-regulated learning skills was used as the data collection tool. Independent samples t test and Mann Whtiney U test were utilized to compare prospective teachers’ views in terms of gender variable while Kruskal Wallis H was used in terms of department and university entrance score type. Results of the study revealed that prospective teachers’ views did not statistically differ toward in terms of motivation and action to learning, planning and determining aims, strategy using and assessment, and lack of self-directedness related to gender variable. It was determined that prospective teachers’ views differed significantly related to department and university entrance score typehttp://dergipark.gov.tr/jss/issue/24238/256953?publisher=gantepÖz-düzenleme Öz-düzenleyici öğrenme Öğretmen adaylarıSelf-regulation self-regulated learning prospective teacher |
| spellingShingle | Mehmet Nuri Gömleksiz Demet Demiralp An Assessment of Prospective Teachers' Views Toward Their Self-Regulated Learning Skills in Terms of Several Variables Gaziantep University Journal of Social Sciences Öz-düzenleme Öz-düzenleyici öğrenme Öğretmen adayları Self-regulation self-regulated learning prospective teacher |
| title | An Assessment of Prospective Teachers' Views Toward Their Self-Regulated Learning Skills in Terms of Several Variables |
| title_full | An Assessment of Prospective Teachers' Views Toward Their Self-Regulated Learning Skills in Terms of Several Variables |
| title_fullStr | An Assessment of Prospective Teachers' Views Toward Their Self-Regulated Learning Skills in Terms of Several Variables |
| title_full_unstemmed | An Assessment of Prospective Teachers' Views Toward Their Self-Regulated Learning Skills in Terms of Several Variables |
| title_short | An Assessment of Prospective Teachers' Views Toward Their Self-Regulated Learning Skills in Terms of Several Variables |
| title_sort | assessment of prospective teachers views toward their self regulated learning skills in terms of several variables |
| topic | Öz-düzenleme Öz-düzenleyici öğrenme Öğretmen adayları Self-regulation self-regulated learning prospective teacher |
| url | http://dergipark.gov.tr/jss/issue/24238/256953?publisher=gantep |
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