Investigating the relationship between self-regulated learning strategies and achievement in a programming course

Haşlaman T., AŞKAR P.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, sa.32, ss.110-122, 2007 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2007
  • Dergi Adı: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.110-122
  • Anahtar Kelimeler: self-regulated learning, self-regulated learning strategies, structural equation modeling, academic achievement, EFFICACY BELIEFS, GOAL, PERFORMANCE, MOTIVATION
  • TED Üniversitesi Adresli: Hayır

Özet

A Structural Equation Modeling has been used in this study which intends to investigate the relationship between self-regulated learning strategies (task value, extrinsic goal oriantation, goal setting, rehearsal, self-reflection, self-efficacy, effort regulation, peer learning, time management) and achievemet of students in computer programming courses. A Self-Regulated Learning Strategy Scale was developed by the researchers based on MSLQ (Motivated Strategies for Learning Questionnaire) which was developed by Pintrich and colleagues in 1991. Exploratory Factor Analysis, Confirmatory Factor Analysis and Structural Equation Modeling were used for analysis of the data. The findings of the study indicate that 71% of the achievement could be explained by the students self-regulated learning strategies such as task value, extrinsic goal oriantation, goal setting, rehearsal, self-reflection, self-efficacy, effort regulation, peer learning and time managament.