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Bilişötesi Farkındalık ile Derin ve Yüzeysel Öğrenme Yaklaşımları Arasındaki İlişkilerde Öz Kontrol-Öz Yönetimin Aracı Rolü

Year 2023, Issue: 57, 103 - 130, 01.01.2023
https://doi.org/10.9779/pauefd.1091840

Abstract

Bu araştırmada bilişötesi farkındalık ile derin ve yüzeysel öğrenme arasındaki ilişkide öz kontrol-öz yönetimin aracı rolü incelenmiştir. Araştırmaya 266 eğitim fakültesi öğrencisi katılmıştır. Veriler Bilişötesi Farkındalık Ölçeği, Özkontrol-Özyönetim Ölçeği ve Öğrenme Yaklaşımları Ölçeği ile toplanmıştır. Bilişötesi farkındalık ile öğrenme yaklaşımları arasındaki ilişkide öz kontrol-öz yönetimin aracı rolü yapısal eşitlik modellemesiyle incelenmiş, bilişötesi farkındalığın derin öğrenme yaklaşımını olumlu, yüzeysel öğrenme yaklaşımını ise olumsuz yönde yordadığı, öz kontrol-öz yönetimin bu ilişkide aracı rolü oynadığı tespit edilmiştir. Araştırma, bilişötesi farkındalık ile öğrenme yaklaşımları arasındaki ilişkinin anlaşılmasına katkı sunmuş ve bu süreçte öz kontrol-öz yönetim becerisinin geliştirilmesinin önemini ortaya koymuştur.

Supporting Institution

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Project Number

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Thanks

Bu çalışma "Öğretmen Yeterlikleri Üzerine Boylamsal Bir Araştırma: Pamukkale Üniversitesi Örneği" başlıklı proje kapsamında oluşturulmuştur. Projede yer alan diğer tüm araştırmacılara teşekkürlerimizi sunarız. (Prof. Dr. Asuman Duatepe Paksu, Prof. Dr. Erdinç Duru, Prof. Dr. Turan Paker, Doç.Dr.Ahu Arıcıoğlu, Doç.Dr.Ömür Kaya Kalkan, Doç. Dr. Özen Yıldırım, Doç. Dr. Sibel Duru, Doç.Dr.Turgut Türkdoğan, Doç.Dr.Yasin Doğan, Dr. Öğr. Üyesi Emine Gaye Çontay, Dr. Öğr. Üyesi Aytaç Karakaş)

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The Mediating Role of Self-Control-Self-Management in the Relationship between Metacognitive Awareness and Deep and Surface Learning Approaches

Year 2023, Issue: 57, 103 - 130, 01.01.2023
https://doi.org/10.9779/pauefd.1091840

Abstract

The purpose of this study is to test the mediating role of self-control-self-management in the relationship between metacognitive awareness and deep and surface learning approaches. For this purpose, 266 education faculty students responded to Metacognitive Awareness Scale, Self-Control-Self-Management Scale, and Learning Approaches Scale. According to the results of the structural equation modeling tested by AMOS, metacognitive awareness predicted the deep learning approach positively and the surface learning approach negatively, and self-control-self-management played a mediating role in this relationship. The research contributed to the understanding of the relationship between metacognitive awareness and learning approaches by revealing that self-control-self-management skills are a crucial mechanism whereby metacognition exerts its effect on learning approaches.

Project Number

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References

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  • Appelhans, B. M. ve Schmeck, R. R. (2002). Learning styles and approach versus avoidant coping during academic exam preparation. College Student Journal, 36(1), 157–160.
  • Batı, A. H., Tetik, C. ve Gürpınar, E. (2010). Öğrenme yaklaşımları ölçeği yeni şeklini Türkçeye uyarlama ve geçerlilik güvenirlilik çalışması. Turkiye Klinikleri J Med Sci, 30(5),1639-46.
  • Baumeister, R. F., Bratslavsky, E., Muraven, M. ve Tice, D. M. (1998). Ego depletion: Is the active self a limited resource? Journal of Personality and Social Psychology, 74, 1252–1265.
  • Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246. Doi: https://doi.org/10.1037/0033-2909.107.2.238
  • Bentler, P.M. (2005). EQS 6 Structural equations program manual. Multivariate Software, Encino.
  • Biggs, J. (1979). Individual differences in study processes and the quality of learning outcomes. High Educ, 8, 381–394. Doi: https://doi.org/10.1007/BF01680526
  • Biggs, J. (1987). The study process questionnaire (SPQ): Manual. Hawthorn, Vic.: Australian Council for Educational Research.
  • Biggs, J. (1988). The role of metacognition in enhancing learning. Australian Journal of Education, 32(2), 127–138. Doi: https://doi.org/10.1177/000494418803200201
  • Biggs, J. B., Kember, D. ve Leung, D. Y. P. (2001). The revised two factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133-149. Doi: 10.1348/000709901158433
  • Bıyıklı, C. (2016). The relationship between university students’ approaches to learning and their time spared for studying. Inonu University Journal of the Faculty of Education, 17(3), 98-119.
  • Brodersen, L. D. (2007). Approaches to studying and study tactics of baccalaureate nursing students (Unpublished doctoral thesis). Iowa, IA, USA: University of Northern.
  • Browne, M. W. ve Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen and J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
  • Bürgler, S., Hoyle, R. H. ve Hennecke, M. (2021). Flexibility in using self-regulatory strategies to manage self-control conflicts: The role of metacognitive knowledge, strategy repertoire, and feedback monitoring. European Journal of Personality, 35(6):861-880.
  • Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). Routledge/Taylor & Francis Group.
  • Case, J. M. ve Gunstone, R. F. (2002). Metacognitive development as a shift in approach to learning: An in-depth study. Studies in Higher Education, 27, 459-470. Doi: https://doi.org/10.1080/0307507022000011561
  • Cassidy, S. ve Eachus, P. (2000). Learning style, academic belief systems, self-report student proficiency and academic achievement in higher education. Journal of Educational Psychology, 20, 307-322.
  • Chapman, B. S. (2001). Emphasizing concepts and reasoning skills in introductory college molecular cell biology. International Journal of Science Education, 23(11), 1157-1176, Doi: 10.1080/09500690110038594
  • Comfrey, A. L. ve Lee, H. B. (1992). A first course in factor analysis. Lawrence Erlbaum Associates, Hillsdale.
  • Cooper, J. O., Heron, T. E. ve Heward, W. L. (2014). Applied behavior analysis (2nd Ed.). United States of America: Pearson Education Limited.
  • Diseth, A. ve Martinsen, Ø. (2003). Approaches to learning, cognitive style, and motives as predictors of academic achievement. Educational Psychology, 23(2), 195–207. Doi: https://doi.org/10.1080/01443410303225
  • Duffy, M. C., Azevdeo, R., Sun, N., Griscom, S. E., Stead, V., Crelinsten, L., Wiseman, J., Maniatis, T. ve Lachapelle, K. (2015). Team regulation in a medical emergency: An in-depth analysis of cognitive, metacognitive, and affective processes. Instructional Science, 43, 401-426.
  • Edmunds, R. ve Richardson, J. T. E. (2009). Conceptions of learning, approaches to studying and personal development in UK higher education. British Journal of Educational Psychology, 79(2), 295–309.
  • Eley, M. (1992). Differential adoption of study approaches within individual students.Higher Education, 23, 231-254. https://www.jstor.org/stable/3447375
  • Elliot, A. J., McGregor, H. A. ve Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91(3), 549–563. Doi: https://doi.org/10.1037/0022-0663.91.3.549
  • Entwistle, N. ve Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
  • Entwistle, N. ve Tait, H. (1990). Approaches to learning, evaluations of teaching and preferences for contrasting academic environments. Higher Education, 19, 169-194. https://doi.org/10.1007/bf00137106
  • Ercoşkun, M. H. (2016). Adaptation of Self-Control and Self-Management Scale (SCMS) into Turkish culture: A study on reliability and validity. Educational Sciences: Theory & Practice, 16, 1125-1145. Doi: 10.12738/estp.2016.4.2725
  • Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Lawrence Erlbaum.
  • Furtner, M. R., Rauthmann, J. F. ve Sachse, P. (2010). The socioemotionally intelligent self-leader: Examining relations between self leadership and socioemotional intelligence. Social Behavior and Personality, 38(9), 1191-1196.
  • Gorsuch, R. (1983). Factor analysis (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Heikkilä, A. ve Lonka, K. (2006). Studying in higher education: students' approaches to learning, self-regulation, and cognitive strategies. Studies in Higher Education, 31(1), 99-117. Doi: https://doi.org/10.1080/03075070500392433
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Details

Primary Language Turkish
Journal Section Articles
Authors

Sevgi Özgüngör 0000-0003-4954-1572

Gülten Yıldırım 0000-0002-5806-0802

Project Number -
Publication Date January 1, 2023
Submission Date March 22, 2022
Acceptance Date June 12, 2022
Published in Issue Year 2023 Issue: 57

Cite

APA Özgüngör, S., & Yıldırım, G. (2023). Bilişötesi Farkındalık ile Derin ve Yüzeysel Öğrenme Yaklaşımları Arasındaki İlişkilerde Öz Kontrol-Öz Yönetimin Aracı Rolü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(57), 103-130. https://doi.org/10.9779/pauefd.1091840