Ortaokul Öğrencilerinin Öz Düzenleyici Öğrenme Stratejileri ve Matematik Kimliği Düzeylerinin Farklı Değişkenler Açısından İncelenmesi

İsmail Satmaz; Remzi Y. Kıncal

doi:10.30703/cije.1410614

TR

Ortaokul Öğrencilerinin Öz Düzenleyici Öğrenme Stratejileri ve Matematik Kimliği Düzeylerinin Farklı Değişkenler Açısından İncelenmesi

Öz

Bu araştırmada ortaokul öğrencilerinin öz düzenleyici öğrenme stratejileri ve matematik kimliği düzeylerinin farklı değişkenler açısından incelemesi amaçlanmaktadır. Araştırma ilişkisel araştırma modeli ve nedensel karşılaştırma kullanılarak gerçekleştirilmiştir. Araştırmanın evrenini Türkiye'nin bir il merkezindeki devlet ve özel ortaokullarda öğrenim gören ortaokul öğrencileri oluşturmaktadır. Örnekleme ise 865 ortaokul öğrencisi dâhil edilmiştir. Verilerin toplanması için demografik bilgi formu, matematik kimliği ölçeği ve öz düzenleyici öğrenme stratejileri ölçeği kullanılmıştır. Elde edilen veriler SPSS 21 programında analiz edilmiştir. Araştırmanın sonuçları, öğrencilerin öz düzenleyici öğrenme stratejileri ve matematik kimlik düzeylerinin cinsiyete göre istatistiksel olarak farklılaşmadığını ancak anne ve baba eğitim durumu, matematik başarı not ortalaması, matematik proje yarışmalarına katılma durumu, ders dışı destek alma durumu, okul türü ve sınıf seviyesine göre istatistiksel olarak anlamlı farklılaştığını göstermiştir. Ayrıca, öz düzenleyici öğrenme stratejileri ile matematik kimliği düzeyleri arasında istatistiksel olarak anlamlı bir ilişkinin olduğu görülmektedir.

Anahtar Kelimeler

Kaynakça

Aktan, S. (2012). Öğrencilerin akademik başarısı, öz düzenleme becerisi, motivasyonu ve öğretmenlerin öğretim stilleri arasındaki ilişki/Relationship between the academic success, self-regulating learning skills, and motivations of 5th grade students and teaching styles of teachers [Unpublished doctoral dissertation]. Balıkesir University.
Aktan, S., & Tezci, E. (2013). Matematik motivasyon ölçeği (MMÖ) geçerlik ve güvenirlik çalışması. The Journal of Academic Social Science Studies, 6(4), 57-77.
Baker, L., & Brown, A. L. (1980). Metacognitive skills and reading. Technical report no. 188. Urbana-Champaign, IL: University of Illinois.
Basol, G., & Balgalmis, E. (2016). A multivariate investigation of gender differences in the number of online tests received-checking for perceived self-regulation. Computers in Human Behavior, 58, 388-397. https://doi.org/10.1016/j.chb.2016.01.010
Baysal, A., & Özgenel, M. (2019). Ortaokul öğrencilerinin bağlanma stilleri ve öz-düzenleme düzeyleri arasındaki ilişkinin incelenmesi. Eğitimde Kuram ve Uygulama, 15(2), 142-152. https://doi.org/10.17244/eku.507650
Beekman, K., Joosten-Ten Brinke, D., & Boshuizen, E. (2021, October). Sustainability of developed self-regulation by means of formative assessment among young adolescents: A longitudinal study. In Frontiers in Education (Vol. 6, p. 746819). Frontiers Media SA.
Berry, R. Q., & McClain, O. L. (2009). Voices, power, and multiple identities: African-American boys and mathematics success. New England Mathematics Journal, 41, 17–26.
Blanton, H., Jaccard, J., Gonzales, P. M., & Christie, C. (2006). Decoding the implicit association test: Implications for criterion prediction. Journal of Experimental Social Psychology, 42(2), 192-212. https://doi.org/10.1016/j.jesp.2005.07.003

Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation on self‐regulation and performance among college students. British Journal of Educational Psychology, 65(3), 317-329.
Boyraz, H., Güçlü, M., & İnan, S. (2021). Uzaktan eğitim sürecinde özel yetenekli lise öğrencilerinin öz düzenleme kapasitelerinin incelenmesi. Erciyes Akademi, 35(2), 460-472. https://doi.org/10.48070/erciyesakademi.929766
Briggs, C. (2014). Mathematics: Self-Efficacy, İdentity, and Achievement Among African American Males From The High School Longitudinal Study. Alabama State University: USA.
Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2008). Bilimsel Araştırma Yöntemleri. Pegem A Yayıncılık: Ankara.
Chan, K. F., & Yeung, D. Y. (2000). Mathematical expression recognition: A survey. International Journal on Document Analysis and Recognition, 3, 3-15.
Chang, S. J., Choi, S., Kim, S. A., & Song, M. (2014). Intervention strategies based on information-motivation-behavioral skills model for health behavior change: a systematic review. Asian Nursing Research, 8(3), 172-181. https://doi.org/10.1016/j.anr.2014.08.002
Chen, C. H., & Chiu, C. H. (2016). Collaboration scripts for enhancing metacognitive self-regulation and mathematics literacy. International Journal of Science and Mathematics Education, 14, 263-280. https://doi.org/10.1007/s10763-015-9681-y
Cowan, R., Donlan, C., Shepherd, D. L., Cole-Fletcher, R., Saxton, M., & Hurry, J. (2011). Basic calculation proficiency and mathematics achievement in elementary school children. Journal of Educational Psychology, 103(4), 786-803. https://doi.org/10.1037/a0024556
Cribbs, J. D., Hazari, Z., Sonnert, G., & Sadler, P. M. (2015). Establishing an explanatory model for mathematics identity. Child Development, 86(4), 1048-1062. https://doi.org/10.1111/cdev.12363.
Crossley, S. A., Karumbaiah, S., Ocumpaugh, J., Labrum, M. J., & Baker, R. S. (2020). Predicting math identity through language and click-stream patterns in a blended learning mathematics program for elementary students. Journal of Learning Analytics, 7(1), 19-37. http://dx.doi.org/10.18608/jla.2020.71.3
Crossley, S., Ocumpaugh, J., Labrum, M., Bradfield, F., Dascalu, M., & Baker, R. S. (2018). Modeling Math Identity and Math Success Through Sentiment Analysis and Linguistic Features, International Conference on Educational Data Mining. 16-20. Raleigh, NC. 11-20.
De Corte, E., Mason, L., Depaepe, F., & Verschaffel, L. (2011). Self-regulation of mathematical knowledge and skills. Handbook of self-regulation of learning and performance, 155-172.
Dunning, D., Johnson, K., Ehrlinger, J., & Kruger, J. (2003). Why people fail to recognize their own incompetence. Current Directions in Psychological Science, 12(3), 83-87. https://doi.org/10.1111/1467-8721.01235
Dursun Sürmeli, Z., & Ünver, G. (2017). Öz-düzenleyici öğrenme stratejileri, epistemolojik inançlar ve akademik benlik kavramı ile matematik başarısı arasındaki ilişki. Turkish Journal of Computer and Mathematics Education, 8(1), 83-102. https://doi.org/10.16949/turkbilmat.298393
Edens, K. M., & Potter, E. F. (2013). An exploratory look at the relationships among math skills, motivational factors and activity choice. Early Childhood Education Journal, 41, 235-243. https://doi.org/10.1007/s10643-012-0540-y
Finnigan, K. M., & Corker, K. S. (2016). Do performance avoidance goals moderate the effect of different types of stereotype threat on women’s math performance?. Journal of Research in Personality, 63, 36-43. https://doi.org/10.1016/j.jrp.2016.05.009
Fisher, C. R., Thompson, C. D., & Brookes, R. H. (2020). Gender differences in the Australian undergraduate STEM student experience: A systematic review. Higher Education Research & Development, 39(6), 1155-1168. https://doi.org/10.1080/07294360.2020.1721441
Fisk, E., & Lombardi, C. M. (2021). Are math and behavioral skills interrelated? A longitudinal analysis in early childhood. Developmental Psychology, 57(12), 2106–2118. https://doi.org/10.1037/dev0001273
George, D., & Mallery, P. (2019). IBM SPSS statistics 26 step by step: A simple guide and reference. Routledge.
Guo, W. (2020). Grade-level differences in teacher feedback and students’ self-regulated learning. Frontiers in Psychology, 11, 491702.
Hacıömeroğlu, G. (2020). Examining the pre-service teachers’ mathematics identity, early teacher identity, and STEM teaching intentions. The Journal of Limitless Education and Research, 5(3), 261-320. https://doi.org/10.29250/sead.772062
Hargittai, E., & Shafer, S. (2006). Differences in actual and perceived online skills: The role of gender. Social science quarterly, 87(2), 432-448. https://doi.org/10.1111/j.1540-6237.2006.00389.x
Harju-Luukkainen, H., Vettenranta, J., Wang, J., & Garvis, S. (2020). Family related variables effect on later educational outcome: a further geospatial analysis on TIMSS 2015 Finland. Large-Scale Assessments in Education, 8(1), 3.
Heinze, A., Reiss, K., & Franziska, R. (2005). Mathematics achievement and interest in mathematics from a differential perspective. ZDM, 37, 212-220. https://doi.org/10.1007/s11858-005-0011-7
Hernández-Padilla, E., Bazán-Ramírez, A., Bazán-Ramírez, W., & Solano-Gutierrez, J. (2023). Parental participation and parents’ support: effects on mathematics achievement, 2018 national assessment of learning, Mexico. Frontiers in Psychology, 14, 1154470.
Holland, D., & Lave, J. (2001). History in Person: Enduring Struggles, Contentious Practice, Intimate Identities. SAR Press: Santa Fe.
Huang, X., Cribbs, J., & Piatek-Jimenez, K. (2016). Understanding Undergraduates’ Math-Related Perceptions, Psychology of Mathematics Education Conference. November 03-06, Tucson, Arizona.
Jacobson, R. R., & Harris, S. M. (2008). Does the type of campus influence self-regulated learning as measured by the motivated strategies for learning questionnaire (MSLQ)?. Education, 128(3), 412-432. https://link.gale.com/apps/doc/A177721144/AONE?u=anon~b9395c60&sid=googleScholar&xid=cf92b3ef
Jakubowski, T. G., & Dembo, M. H. (2004). The relationship of self-efficacy, identity style, and stage of change with academic self-regulation. Journal of College Reading and Learning, 35(1), 7-24. https://doi.org/10.1080/10790195.2004.10850165
Kanfer, R., Ackerman, P. L., & Heggestad, E. D. (1996). Motivational skills & self-regulation for learning: A trait perspective. Learning and Individual Differences, 8(3), 185-209.
Karasar, N. (2009). Bilimsel Araştırma Yöntemi (19. baskı). Ankara: Nobel Yayın Dağıtım.
Kennedy, E., & Smolinsky, L. (2016). “Math circles: A tool for promoting engagement among middle school minority males”. Eurasia Journal of Mathematics, Science and Technology Education, 12 (4), 717-732.
Kurtuluş, A., & Öztürk, B. (2017). Ortaokul öğrencilerinin üstbilişsel farkındalık düzeyi ile matematik öz yeterlik algısının matematik başarısına etkisi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (31), 762-778. https://doi.org/10.14582/DUZGEF.1840
Laskasky, K. (2018). The relationship between secondary students' mathematics identities, problem solving, and self-regulation. Dissertations. 2821. https://ecommons.luc.edu/luc_diss/2821 Leatham, K. R., & Hill, D. S. (2010). Exploring our complex math identities. Mathematics Teaching in the Middle School, 16(4), 224-231. https://doi.org/10.5951/MTMS.16.4.0224
Lindberg, S. M., Hyde, J. S., & Hirsch, L. M. (2008). Gender and mother-child interactions during mathematics homework: The importance of individual differences. Merrill-Palmer Quarterly, 54(2), 232-255. https://www.jstor.org/stable/23096285
Liu, J., Xiang, P., McBride, R. E., & Chen, H. (2020). Self-regulated learning strategies and achievement goals among preservice physical education teachers. European Physical Education Review, 26(2), 375-391.
Marco-Fondevila, M., Rueda-Tomás, M., & Latorre-Martínez, M. P. (2022). Active participation and interaction, key performance factors of face-to-face learning. Education Sciences, 12(7), 429.
Martin-Arbos, S., Castarlenas, E., & Duenas, J. M. (2021). Help-seeking in an academic context: A systematic review. Sustainability, 13(8), 4460.
Moliner, L., & Alegre, F. (2020). Effects of peer tutoring on middle school students’ mathematics self-concepts. Plos one, 15(4), e0231410.
Mulvey, K. L., McGuire, L., Mathews, C., Hoffman, A. J., Law, F., Joy, A., & Rutland, A. (2023). Preparing the next generation for STEM: Adolescent profiles encompassing math and science motivation and interpersonal skills and their associations with identity and belonging. Youth & Society, 55(6), 1207-1230.
Nwosu, S. N., Etiubon, R. U., & Ofem, I. B. (2022). Effect of the activity-based learning on basic science and technology students’ non-cognitive skills in south-south Nigeria. European Journal of Education and Pedagogy, 3(5), 67-74.
Nzuki, F. (2016). The role of situational context in high school teachers use of graphing calculator in mathematics instruction. International Journal of Online Pedagogy and Course Design, 6(2), 29-45. https://doi.org/10.4018/IJOPCD.2016040103
Patrick, A. D., Prybutok, A. N., & Borrego, M. (2018). Predicting persistence in engineering through an engineering identity scale. International Journal of Engineering Education, 34(2a), 351–363. https://doi.org/10.15781/T2ZC7SB9J
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.
Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie, W.J., (1991). A Manual for the Use of the Motivated Strategies for Learning Questionaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. Ann Arbor, Michigan. ED 338 122.
Rothrock, K. S. (2019). An investigation of first-time college freshmen and relationships among mathematical mindset, identity, self-efficacy, and use of self-regulated learning strategies [Unpublished doctoral dissertation]. Kansas University.
Tan, S. F., Din Eak, A., Ooi, L. H., & Abdullah, A. C. (2021). Relationship between learning strategies and academic performance: a comparison between accreditation of prior experiential learning (APEL) and regular entry undergraduates. Asian Association of Open Universities Journal, 16(2), 226-238.
Tomase, C., Galdi, S., & Cadinu, M. (2012). Quando I'implicito precede I'esplicito: Gli stereotipi di genere sulla matematica in bambine e bambini di 6 anni [When the implicit precedes the explicit: Gender stereotypes about math in 6-year-old girls and boys]. Psicologia Sociale, 7(2), 169–185.
Van der Stel, M., Veenman, M. V., Deelen, K., & Haenen, J. (2010). The increasing role of metacognitive skills in math: A cross-sectional study from a developmental perspective. ZDM, 42, 219-229. https://doi.org/10.1007/s11858-009-0224-2
Wei, X., Saab, N., & Admiraal, W. (2023). Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies. The Internet and Higher Education, 56, 100880.
Xu, L., Duan, P., Padua, S. A., & Li, C. (2022). The impact of self-regulated learning strategies on academic performance for online learning during COVID-19. Frontiers in Psychology, 13, 1047680.
Xu, M., Kushner Benson, S. N., Mudrey-Camino, R., & Steiner, R. P. (2010). The relationship between parental involvement, self-regulated learning, and reading achievement of fifth graders: A path analysis using the ECLS-K database. Social Psychology of Education, 13, 237-269. https://doi.org/10.1007/s11218-009-9104-4

Ayrıntılar

Birincil Dil

Türkçe

Konular

Matematik Eğitimi

Bölüm

Araştırma Makalesi

Yazarlar

İsmail Satmaz ^*
0000-0003-2696-3019
Türkiye

Remzi Y. Kıncal
0000-0002-6258-393X
Türkiye

Yayımlanma Tarihi

31 Aralık 2024

Gönderilme Tarihi

27 Aralık 2023

Kabul Tarihi

13 Temmuz 2024

Yayımlandığı Sayı

Yıl 1970 Cilt: 13 Sayı: 4

DOI

https://doi.org/10.30703/cije.1410614

IZ

https://izlik.org/JA56PA92JK

Kaynak Göster

RIS / Bibtex

APA

Satmaz, İ., & Kıncal, R. Y. (2024). Ortaokul Öğrencilerinin Öz Düzenleyici Öğrenme Stratejileri ve Matematik Kimliği Düzeylerinin Farklı Değişkenler Açısından İncelenmesi. Cumhuriyet Uluslararası Eğitim Dergisi, 13(4), 910-929. https://doi.org/10.30703/cije.1410614

Ortaokul Öğrencilerinin Öz Düzenleyici Öğrenme Stratejileri ve Matematik Kimliği Düzeylerinin Farklı Değişkenler Açısından İncelenmesi

Öz

Anahtar Kelimeler

Abstract

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster