SavedAdd your journal

Journals / Uluslararası Eğitim Bilimleri Dergisi / 2015 / Sayı: 4

SELF REGULATED LEARNING: A THEORETICAL PERSPECTİVE

ÖZDÜZENLEMELİ ÖĞRENMEYE KURAMSAL BİR BAKIŞ

Hülya YILDIZLI
Ahmet SABAN
Pages
97–118
Publication Date
2015-06-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Furthermore, theoretical knowledge on strategies utilized in self-regulated learning and how to improve self-regulated learning within learning environment is also presented.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This research makes a general assessment of self-regulated learning.
📊
Key Findings & Data:Theoretical descriptions of self-regulation and self-regulated learning, and an introduction of the self-regulated learning models such as Boekearts’ Adaptive Learning Model; Borkowski’s Process-Oriented Model of Meta-cognition Model; Winne and Hadwin’s Four-phase Model of Self-regulated Learning; Pintrich’s Self-regulated Learning Model; Zimmerman’s Self-regulated Learning Model are presented.
💡
Conclusion & Impact:Furthermore, theoretical knowledge on strategies utilized in self-regulated learning and how to improve self-regulated learning within learning environment is also presented.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:özdüzenmeli öğrenme · özdüzenmeli öğrenme modelleri · özdüzenlemeli öğrenme stratejileri

Abstract

This research makes a general assessment of self-regulated learning. Theoretical descriptions of self-regulation and self-regulated learning, and an introduction of the self-regulated learning models such as Boekearts’ Adaptive Learning Model; Borkowski’s Process-Oriented Model of Meta-cognition Model; Winne and Hadwin’s Four-phase Model of Self-regulated Learning; Pintrich’s Self-regulated Learning Model; Zimmerman’s Self-regulated Learning Model are presented. Furthermore, theoretical knowledge on strategies utilized in self-regulated learning and how to improve self-regulated learning within learning environment is also presented.

Özet

Bu araştırmada özdüzenlemeli öğrenme genel bir bakış açısı ile ele alınmıştır. Özdüzenlemenin ve özdüzenlemeli öğrenmenin kuramsal tanımları verilmiş ve özdüzenlemeli öğrenme modelleri olan Boekearts’ın Uyarlanabilir Öğrenme Modeli, Borkowski’nin Süreç Odaklı Üstbiliş Modeli, Winne ve Hadwin’in Dört Aşamalı Özdüzenlemeli Öğrenme Modeli, Pintrich’in Özdüzenlemeli Öğrenme Modeli, Zimmerman’ın Özdüzenlemeli Öğrenme Modeli tanıtılmıştır. Ayrıca bu araştırmada özdüzenlemeli öğrenmede kullanılan stratejileri ve öğrenme ortamı içinde özdüzenlemeli öğrenmenin nasıl geliştirileceğine dair kuramsal bilgiler yer almaktadır.

🔖

Cite This Article

YILDIZLI, H., SABAN, A. (2015). SELF REGULATED LEARNING: A THEORETICAL PERSPECTİVE. Uluslararası Eğitim Bilimleri Dergisi, Sayı: 4, 97–118. https://ajindex.com/articles/1014309

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Ataş, İ. (2009). Öz düzenleyici öğrenme stratejilerinin kullanımının ilköğretim okulu dördüncü sınıf öğrencilerinin matematik dersindeki öz yeterlik algısına ve başarısına etkisi. Yayınlanmış Yüksek Lisans Tezi. Gazi Üniversitesi,
  2. Eğitim Bilimleri Enstitüsü, Ankara.
  3. Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: PrenticeHall. Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York:W. H. Freeman. Bembenutty, H. (2011). Meaningful and maladaptive homework practices: The role of selfefficacy and self-regulation. Journal of Advanced Academics, 22, 448–473.
  4. Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. International Journal of Educational Research, 7(2), 161-166.
  5. Boekaerts, M.,& Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18, 199–210.
  6. Boekaerts, M.,& Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199- 231. Boekaerts, M.,& Niemivirta, M. (2000). Self-regulated learning: Finding a balance between learning goals and ego-protective goals. İçinde, M. Boekaerts, P. R. Pintrich, & M. Zeidner, ((Eds.), Handbook of Self-regulation: Theory, Research, and Applications(ss. 417–450).
  7. San Diego, CA: Academic Press.
  8. Boekaerts, M., Pintrich, P.R., &Zeidner, M. (2005). Handbook of Self- Regulation. San Diego, CA: Academic Press.
  9. Bong, M. (2001). Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task-value and achievement goals. Journal of Educational Psychology, 93(1), 23–34.
  10. Borkowski, J. G. (1996). Metacognition: theory or chapter heading? Learning and Individual Differences, 8(4), 391-402.
  11. Borkowski, J.G., Chan, L.K.S., & Muthukrishna, N. (2000). A process-oriented model of metacognition: Links between motivation and executive functioning. İçinde, G. Schraw,& J. Impara (Eds.), Issues in the Measurement of Metacognition. Lincoln, NE: Buros Institute of Mental Measurements, University of Nebraska. Borkowski, J. G.,& Muthukrishna, N., (1992). Moving metacognition into the classroom: ‘Working models’ and effective strategy teaching. İçinde, M. Pressley, K. R. Harris, &J. T. Guthrie ((Eds.). Promoting Academic Literacy: Cognitive Research and İnstructional