Araştırma Makalesi
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Üniversite Öğrencilerinin Ebeveyn Stilleri ile Öz Düzenlemeli Öğrenme Stratejilerini Kullanma Düzeyleri Arasındaki İlişki

Yıl 2023, Cilt: 57 Sayı: 57 - EBD 57. Sayı, 109 - 127, 31.01.2023

Süleyman Avcı Tuncay Akınci

https://doi.org/10.15285/maruaebd.1103282

Öz

Bu araştırmanın amacı, üniversite öğrencilerinde ebeveyn stilleri ile öz düzenleme stratejileri
kullanma düzeyleri arasındaki ilişkiyi belirlemektir. Bu ilişkide sosyo-ekonomik ve kültürel statü aracı
değişken olarak araştırmaya dahil edilmiştir. Ailelerde anne ve babanın tercih ettikleri stiller arsında
farklılık bulunması nedeniyle iki ebeveyn için ayrı ayrı veri toplanmıştır. İlişkisel tarama modeli
çerçevesinde tasarlanan bu araştırmada, ebeveyn stillerinde Maccoby ve Martin ve Baumrind’in
dörtlü modeli, öz düzenleme stratejileri ise Pintrich’in modeli dikkate alınmıştır. Araştırma verileri,
429 üniversite öğrencisinden toplanmış olup, katılımcıların 103’ü erkek, 305’i kadındır (Na=21).
Çalışma kapsamında ebeveynlik stillerinin tanımlanmasında, Sümer ve Güngör tarafından geliştirilen
ölçek kullanılmıştır. Öz-düzenleme stratejileri ve motivasyonel inançları belirlemek için, Pintrich ve
De Groot tarafından geliştirilen Üredi tarafından Türkçeye uyarlanan ölçek kullanılmıştır. Ekonomik,
sosyal ve kültürel statünün belirlenmesinde OECD tarafından PISA sınavında kullanılan hesaplama
tekniği kullanılmıştır. Araştırma sonuçlarına göre, anne ve baba için algılanan ebeveyn stillerinin
öz düzenleyici öğrenme stratejileri ve motivasyonel inançlarını kısmen etkilediği söylenebilir. Anne
ve baba ebeveyn stilinin ortak etkisi bulunmazken, anne ve babanın ayrı ayrı etkilerinin olduğu
sonucuna ulaşılmıştır. Anne ebeveyn stilinin etkisi babanın uyguladığı ebeveyn stilinden daha
yüksektir. Demokrat ve izin verici anne ebeveyn stiline sahip katılımcılar, otoriter ve ihmalkâr stile
sahip olanlara göre daha fazla, baba stilinde ise izin verici stil, ihmalkâr stilden daha fazla bilişsel
strateji kullanmaktadır.

Anahtar Kelimeler

Ebeveyn stilleri öz düzenlemeli öğrenme stratejileri sosyo-ekonomik statü

Kaynakça

  • Akkaya, S. ., Burcu, G. S. ., & Metin, K. . (2021). Examining the relationship between multidimensional parenting styles and digital parenting awareness levels of parents. World Journal on Educational Technology: Current Issues, 13(4), 546–573. https://doi.org/10.18844/wjet.v13i4.6132
  • Aldwin, C. M., Skinner, E. A., Zimmer-Gembeck, M. J., & Taylor, A. (2011). Coping and self-regulation across the lifespan. In K. Fingerman, C. Berg, T. Antonucci (Eds.), Handbook of lifespan development (pp. 563–590). New York: Springer.
  • Avvisati, F. (2020). The measure of socio-economic status in PISA: a review and some suggested improvements. Large-scale Assessments in Education, 8(1), 1-37.
  • Baumrind, D. (1971). Harmonious parents and their preschool children. Developmental Psychology, 4, 99-102
  • Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11(1), 56-95.
  • Baumrind, D.(1966). Effects of authoritative control on child behavior. Child Development, 37, 887-907.
  • Baumrind, D.(1967). Child care practices anteceding three patterns ofpreschool behavior. GeneticPsychology Monographs, 75, 43-88.
  • Baumrind, D.(1989). Rearing competent children. In W Damon (Ed.),Child development today and tomorrow (pp. 349-378). San Francisco: Jossey-Bass.
  • Becoña, E., Martínez, Ú., Calafat, A., Juan, M., Fernández-Hermida, J. R., & Secades-Villa, R. (2012). Parental styles and drug use: A review. Drugs: education, prevention and policy, 19(1), 1-10.
  • Blair, C. and C. Raver (2012). Individual development and evolution: Experiential canalization of self-regulation. Developmental Psychology, 48(3), 647-657. http://dx.doi.org/10.1037/a0026472.
  • Boonk, L., Gijselaers, H. J., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10-30.
  • Bridgett, D. J., Burt, N. M., Edwards, E. S., & Deater-Deckard, K. (2015). Intergenerational transmission of self-regulation: A multidisciplinary review and integrative conceptual framework. Psychological Bulletin, 141(3), 602.
  • Bronson, M. B. (2000). Self-regulation in early childhood. New York: The Guilford Press.
  • Bully, P., Jaureguizar, J., Bernaras, E., & Redondo, I. (2019). Relationship between parental socialization, emotional symptoms, and academic performance during adolescence: The influence of parents’ and teenagers’ gender. International Journal of Environmental Research and Public Health, 16(12), 2231.
  • Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications and programming. 2nd Ed. New York: Routledge Taylor & Francis Group. 396 p.
  • Conrade, G., & Ho, R. (2001). Differential parenting styles for fathers and mothers. Australian Journal of Psychology, 53(1), 29-35.
  • Du, W., Jian, M., Hua, F., & Qi, S. (2021). Influence of positive parenting styles on self-regulated learning in chinese adolescents testing the mediating effects of self-esteem. Applied Research in Quality of Life, 1-17.
  • Erden M, Uredi I. 2008. The effect of perceived parenting styles on self-regulated learning strategies and motivational beliefs. International Journal about Parents in Education. 2(1), 25-34.
  • Feinberg, M., & Hetherington, E. M. (2001). Differential parenting as a within-family variable. Journal of Family Psychology, 15(1), 22.
  • Fuentes, M. C., García-Ros, R., Pérez-González, F., & Sancerni, D. (2019). Effects of parenting styles on self-regulated learning and academic stress in Spanish adolescents. International journal of environmental research and public health, 16(15), 2778.
  • Ganzeboom, H. (2010). How was new ISEI-08 constructed. Retrieved February 20, 2022 from http://www.harry ganze boom. nl/isco0 8/qa-isei-08.htm.
  • Hoyle, R. H., & Dent, A. L. (2018). Developmental trajectories of skills and abilities relevant for self-regulation of learning and performance. Routledge/Taylor & Francis Group.
  • Jittaseno, P., & Varma S.P. (2017). Influence of parenting styles on self-regulated learning behavior mediated by self-efficacy and ıntrinsic value. University of Thailand Journals, 44–62. https://doi.org/https://www.researchgate.net/publication/315458200
  • Karreman, A., Van Tuijl, C., van Aken, M. A., & Deković, M. (2006). Parenting and self‐regulation in preschoolers: A meta‐analysis. Infant and Child Development: An International Journal of Research and Practice, 15(6), 561-579.
  • Maccoby, E. E. (1994). The role of parents in the socialization of children: An historical overview.
  • Maccoby, E. E., & Martin, J. (1983). Socialization in the context of the family: Parent-child interaction. PH Mussen (Series Ed.) Hetherington, EM (Vol. Ed.), Handbook of child psychology, socialization, personality, and social developments (Vol. 4, pp. 1–101).
  • Masud, H., Thurasamy, R., & Ahmad, M. S. (2015). Parenting styles and academic achievement of young adolescents: A systematic literature review. Quality & quantity, 49(6), 2411-2433.
  • McEwen, B., C. Nasca and J. Gray (2016). Stress effects on neuronal structure: Hippocampus, amygdala, and prefrontal cortex. Neuropsychopharmacology, 41(1), 3-23, http://dx.doi.org/10.1038/npp.2015.171.
  • McFarlane, A. H., Bellissimo, A., & Norman, G. R. (1995). Family structure, family functioning and adolescent well‐being: the transcendent influence of parental style. Journal of Child Psychology and Psychiatry, 36(5), 847-864.
  • McKinney, C., & Renk, K. (2008). Differential parenting between mothers and fathers: ımplications for late adolescents. Journal of Family Issues, 29(6), 806–827. https://doi.org/10.1177/0192513X07311222
  • Moilanen, K.L., & Manuel, M.L. (2017). Parenting, self-regulation and social competence with peers and romantic partners. Journal of Applied Developmental Psychology, 49, 46–54. https://doi.org/10.1016/j.appdev.2017.02.003
  • Newman, M. (2017). The relationship between parenting style and self-regulation in early childhood. Honors Theses. 14. Dominican Scholar https://doi.org/10.33015/dominican.edu/2017.HONORS.ST.19
  • OECD (2014). PISA 2012 technıcal report: Scaling procedures and construct validation of context questionnaire data. PISA.
  • Oğuz, E., Tarkoçin, S., Temiz, A., & Ulutaş, A. (2019) 48-62 aylık çocukların öz-düzenleme becerileri ile ebeveynlerinin iletişim kurma düzeyleri arasındaki ilişki. İnönü University International Journal Of Social Sciences (INIJOSS), 8(2), 519-528.
  • Otto, B., Perels, F. & Schmitz, B. (2008). The correlation of parental behavior with the self-regulative learning of elementary school students. Psychologıe ın Erzıehung und Unterrıcht, 55(4), 288-300.
  • Öztabak, M., & Özyürek, A. (2018). Okul öncesi çocuklarda öz düzenleme becerileri ile anne-baba tutumları arasındaki ilişki üzerine bir inceleme. Journal of History Culture and Art Research, 7(5), 385-395. doi:http://dx.doi.org/10.7596/taksad.v7i5.1544
  • Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in psychology, 8, 422. doi.org/10.3389/fpsyg.2017.00422
  • Paulson, S. E. (1994). Relations of parenting style and parental involvement with ninth-grade students' achievement. Journal of Early Adolescence, 14, 250±267.
  • Perry, N. E., & VandeKamp, K. O. (2000). Creating classroom contexts that support young children’s development of self-regulated learning. International Journal of Educational Research, 33, 821–843.
  • Pino-Pasternak, D., & Whitebread, D. (2010). The role of parenting in children's self-regulated learning. Educational Research Review, 5(3), 220-242.
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.
  • Raver, C. and C. Blair (2016). Neuroscientific insights: Attention, working memory, and inhibitory control. The Future of Children, 26(2), 95-118.
  • Schraw, G., Kauffman, D. F., & Lehman, S. (2002). Self-regulated learning theory. In L. Nadel (Ed.), The Encyclopedia of Cognitive Science (pp. 1063–1073). London: Nature Publishing Company
  • Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational psychologist, 25(1), 71-86.
  • Schunk, D. H., & Zimmerman, B. J. (1994). Self-regulation of learning and performance: Issues and educational applications. Lawrence Erlbaum Associates, Inc.
  • Seroussi, D. E., & Yaffe, Y. (2020). Links between Israeli college students’ self-regulated learning and their recollections of their parents’ parenting styles. SAGE Open, 10(1), 2158244019899096.
  • Sopiah, C. (2021). The ınfluence of parenting style, achievement motivation and self-regulation on academic achievement. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(10), 1730-1742.
  • Spera, C. (2005). A review of the relationship among parenting practices, parenting styles, and adolescent school achievement. Educational psychology review, 17(2), 125-146.
  • Theresya, J., Latifah, M., & Hernawati, N. (2018). The effect of parenting style, self-efficacy, and self regulated learning on adolescents’ academic achievement. Journal of Child Development Studies, 3(1), 28-43.
  • Usher, E. L., & Schunk, D. H. (2018). Social cognitive theoretical perspective of self-regulation. Schunk, Dale H. Handbook of Self-Regulation of Learning and Performance, 2nd Edition. Routledge, 20170907. VitalBook file.
  • Üredi, I. (2005). Algılanan anne baba tutumlarının ilköğretim 8. sınıf ö rencilerinin öz-düzenleyici öğrenme stratejileri ve motivasyonel inançları üzerindeki etkisi. Yayınlanmamış doktora tezi. Yıldız Teknik Üniversitesi, İstanbul
  • Üredi, I., & Erden, M. (2009). Öz-düzenleme stratejileri ve motivasyonel inançlarının yordayıcısı olarak algılanan anne baba tutumları. Türk Eğitim Bilimleri Dergisi, 7(4), 781-811.
  • Whitebread, D., Bingham, S., Grau, V., Pasternak, D. P., & Sangster, C. (2007). Development of metacognition and self-regulated learning in young children: Role of collaborative and peer-assisted learning. Journal of Cognitive Education and Psychology, 6(3), 433-455.
  • Zimmerman, B. J. (2010). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501

The Relationship Between Parenting Styles and Self-Regulated Learning Strategies Among University Students

Yıl 2023, Cilt: 57 Sayı: 57 - EBD 57. Sayı, 109 - 127, 31.01.2023

Süleyman Avcı Tuncay Akınci

https://doi.org/10.15285/maruaebd.1103282

Öz

This study aims to determine the relationship between parenting styles and the level of using selfregulation
strategies in university students. In this relationship, the socio-economic and cultural
status of the participants were included in the research as variables. Data were collected separately
for both parents, as there were differences between the styles preferred by each parent. This study,
designed within the framework of the relational survey model, considered Maccoby and Martin’s and
Baumrind’s quadruple model for parental styles and Pintrich’s model for self-regulation strategies.
Data were collected from 429 university students, 103 were males, and 305 were females (Na=21).
The scale developed by Sümer and Güngör was used to define parenting styles within the scope of the
study. The scale developed by Pintrich and De Groot and adapted into Turkish by Üredi was used to
determine self-regulation strategies and motivational beliefs. The calculation technique used by the
OECD in the PISA exam was used to determine the participants’ economic, social, and cultural status.
According to the research results, it can be said that parents perceived parental styles partially affect
self-regulatory learning strategies and motivational beliefs. While there was no interaction effect of
the mother and father parenting style, it was concluded that the mother and father had different
main effects. The influence of the maternal parenting style is greater than the parental style applied
by the father. Participants with the authoritative and permissive mothering style use more cognitive
strategies than those with the authoritarian and neglectful style.

Anahtar Kelimeler

Parenting styles self-regulated learning strategies socio-economic status

Kaynakça

  • Akkaya, S. ., Burcu, G. S. ., & Metin, K. . (2021). Examining the relationship between multidimensional parenting styles and digital parenting awareness levels of parents. World Journal on Educational Technology: Current Issues, 13(4), 546–573. https://doi.org/10.18844/wjet.v13i4.6132
  • Aldwin, C. M., Skinner, E. A., Zimmer-Gembeck, M. J., & Taylor, A. (2011). Coping and self-regulation across the lifespan. In K. Fingerman, C. Berg, T. Antonucci (Eds.), Handbook of lifespan development (pp. 563–590). New York: Springer.
  • Avvisati, F. (2020). The measure of socio-economic status in PISA: a review and some suggested improvements. Large-scale Assessments in Education, 8(1), 1-37.
  • Baumrind, D. (1971). Harmonious parents and their preschool children. Developmental Psychology, 4, 99-102
  • Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11(1), 56-95.
  • Baumrind, D.(1966). Effects of authoritative control on child behavior. Child Development, 37, 887-907.
  • Baumrind, D.(1967). Child care practices anteceding three patterns ofpreschool behavior. GeneticPsychology Monographs, 75, 43-88.
  • Baumrind, D.(1989). Rearing competent children. In W Damon (Ed.),Child development today and tomorrow (pp. 349-378). San Francisco: Jossey-Bass.
  • Becoña, E., Martínez, Ú., Calafat, A., Juan, M., Fernández-Hermida, J. R., & Secades-Villa, R. (2012). Parental styles and drug use: A review. Drugs: education, prevention and policy, 19(1), 1-10.
  • Blair, C. and C. Raver (2012). Individual development and evolution: Experiential canalization of self-regulation. Developmental Psychology, 48(3), 647-657. http://dx.doi.org/10.1037/a0026472.
  • Boonk, L., Gijselaers, H. J., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10-30.
  • Bridgett, D. J., Burt, N. M., Edwards, E. S., & Deater-Deckard, K. (2015). Intergenerational transmission of self-regulation: A multidisciplinary review and integrative conceptual framework. Psychological Bulletin, 141(3), 602.
  • Bronson, M. B. (2000). Self-regulation in early childhood. New York: The Guilford Press.
  • Bully, P., Jaureguizar, J., Bernaras, E., & Redondo, I. (2019). Relationship between parental socialization, emotional symptoms, and academic performance during adolescence: The influence of parents’ and teenagers’ gender. International Journal of Environmental Research and Public Health, 16(12), 2231.
  • Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications and programming. 2nd Ed. New York: Routledge Taylor & Francis Group. 396 p.
  • Conrade, G., & Ho, R. (2001). Differential parenting styles for fathers and mothers. Australian Journal of Psychology, 53(1), 29-35.
  • Du, W., Jian, M., Hua, F., & Qi, S. (2021). Influence of positive parenting styles on self-regulated learning in chinese adolescents testing the mediating effects of self-esteem. Applied Research in Quality of Life, 1-17.
  • Erden M, Uredi I. 2008. The effect of perceived parenting styles on self-regulated learning strategies and motivational beliefs. International Journal about Parents in Education. 2(1), 25-34.
  • Feinberg, M., & Hetherington, E. M. (2001). Differential parenting as a within-family variable. Journal of Family Psychology, 15(1), 22.
  • Fuentes, M. C., García-Ros, R., Pérez-González, F., & Sancerni, D. (2019). Effects of parenting styles on self-regulated learning and academic stress in Spanish adolescents. International journal of environmental research and public health, 16(15), 2778.
  • Ganzeboom, H. (2010). How was new ISEI-08 constructed. Retrieved February 20, 2022 from http://www.harry ganze boom. nl/isco0 8/qa-isei-08.htm.
  • Hoyle, R. H., & Dent, A. L. (2018). Developmental trajectories of skills and abilities relevant for self-regulation of learning and performance. Routledge/Taylor & Francis Group.
  • Jittaseno, P., & Varma S.P. (2017). Influence of parenting styles on self-regulated learning behavior mediated by self-efficacy and ıntrinsic value. University of Thailand Journals, 44–62. https://doi.org/https://www.researchgate.net/publication/315458200
  • Karreman, A., Van Tuijl, C., van Aken, M. A., & Deković, M. (2006). Parenting and self‐regulation in preschoolers: A meta‐analysis. Infant and Child Development: An International Journal of Research and Practice, 15(6), 561-579.
  • Maccoby, E. E. (1994). The role of parents in the socialization of children: An historical overview.
  • Maccoby, E. E., & Martin, J. (1983). Socialization in the context of the family: Parent-child interaction. PH Mussen (Series Ed.) Hetherington, EM (Vol. Ed.), Handbook of child psychology, socialization, personality, and social developments (Vol. 4, pp. 1–101).
  • Masud, H., Thurasamy, R., & Ahmad, M. S. (2015). Parenting styles and academic achievement of young adolescents: A systematic literature review. Quality & quantity, 49(6), 2411-2433.
  • McEwen, B., C. Nasca and J. Gray (2016). Stress effects on neuronal structure: Hippocampus, amygdala, and prefrontal cortex. Neuropsychopharmacology, 41(1), 3-23, http://dx.doi.org/10.1038/npp.2015.171.
  • McFarlane, A. H., Bellissimo, A., & Norman, G. R. (1995). Family structure, family functioning and adolescent well‐being: the transcendent influence of parental style. Journal of Child Psychology and Psychiatry, 36(5), 847-864.
  • McKinney, C., & Renk, K. (2008). Differential parenting between mothers and fathers: ımplications for late adolescents. Journal of Family Issues, 29(6), 806–827. https://doi.org/10.1177/0192513X07311222
  • Moilanen, K.L., & Manuel, M.L. (2017). Parenting, self-regulation and social competence with peers and romantic partners. Journal of Applied Developmental Psychology, 49, 46–54. https://doi.org/10.1016/j.appdev.2017.02.003
  • Newman, M. (2017). The relationship between parenting style and self-regulation in early childhood. Honors Theses. 14. Dominican Scholar https://doi.org/10.33015/dominican.edu/2017.HONORS.ST.19
  • OECD (2014). PISA 2012 technıcal report: Scaling procedures and construct validation of context questionnaire data. PISA.
  • Oğuz, E., Tarkoçin, S., Temiz, A., & Ulutaş, A. (2019) 48-62 aylık çocukların öz-düzenleme becerileri ile ebeveynlerinin iletişim kurma düzeyleri arasındaki ilişki. İnönü University International Journal Of Social Sciences (INIJOSS), 8(2), 519-528.
  • Otto, B., Perels, F. & Schmitz, B. (2008). The correlation of parental behavior with the self-regulative learning of elementary school students. Psychologıe ın Erzıehung und Unterrıcht, 55(4), 288-300.
  • Öztabak, M., & Özyürek, A. (2018). Okul öncesi çocuklarda öz düzenleme becerileri ile anne-baba tutumları arasındaki ilişki üzerine bir inceleme. Journal of History Culture and Art Research, 7(5), 385-395. doi:http://dx.doi.org/10.7596/taksad.v7i5.1544
  • Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in psychology, 8, 422. doi.org/10.3389/fpsyg.2017.00422
  • Paulson, S. E. (1994). Relations of parenting style and parental involvement with ninth-grade students' achievement. Journal of Early Adolescence, 14, 250±267.
  • Perry, N. E., & VandeKamp, K. O. (2000). Creating classroom contexts that support young children’s development of self-regulated learning. International Journal of Educational Research, 33, 821–843.
  • Pino-Pasternak, D., & Whitebread, D. (2010). The role of parenting in children's self-regulated learning. Educational Research Review, 5(3), 220-242.
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.
  • Raver, C. and C. Blair (2016). Neuroscientific insights: Attention, working memory, and inhibitory control. The Future of Children, 26(2), 95-118.
  • Schraw, G., Kauffman, D. F., & Lehman, S. (2002). Self-regulated learning theory. In L. Nadel (Ed.), The Encyclopedia of Cognitive Science (pp. 1063–1073). London: Nature Publishing Company
  • Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational psychologist, 25(1), 71-86.
  • Schunk, D. H., & Zimmerman, B. J. (1994). Self-regulation of learning and performance: Issues and educational applications. Lawrence Erlbaum Associates, Inc.
  • Seroussi, D. E., & Yaffe, Y. (2020). Links between Israeli college students’ self-regulated learning and their recollections of their parents’ parenting styles. SAGE Open, 10(1), 2158244019899096.
  • Sopiah, C. (2021). The ınfluence of parenting style, achievement motivation and self-regulation on academic achievement. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(10), 1730-1742.
  • Spera, C. (2005). A review of the relationship among parenting practices, parenting styles, and adolescent school achievement. Educational psychology review, 17(2), 125-146.
  • Theresya, J., Latifah, M., & Hernawati, N. (2018). The effect of parenting style, self-efficacy, and self regulated learning on adolescents’ academic achievement. Journal of Child Development Studies, 3(1), 28-43.
  • Usher, E. L., & Schunk, D. H. (2018). Social cognitive theoretical perspective of self-regulation. Schunk, Dale H. Handbook of Self-Regulation of Learning and Performance, 2nd Edition. Routledge, 20170907. VitalBook file.
  • Üredi, I. (2005). Algılanan anne baba tutumlarının ilköğretim 8. sınıf ö rencilerinin öz-düzenleyici öğrenme stratejileri ve motivasyonel inançları üzerindeki etkisi. Yayınlanmamış doktora tezi. Yıldız Teknik Üniversitesi, İstanbul
  • Üredi, I., & Erden, M. (2009). Öz-düzenleme stratejileri ve motivasyonel inançlarının yordayıcısı olarak algılanan anne baba tutumları. Türk Eğitim Bilimleri Dergisi, 7(4), 781-811.
  • Whitebread, D., Bingham, S., Grau, V., Pasternak, D. P., & Sangster, C. (2007). Development of metacognition and self-regulated learning in young children: Role of collaborative and peer-assisted learning. Journal of Cognitive Education and Psychology, 6(3), 433-455.
  • Zimmerman, B. J. (2010). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Süleyman Avcı 0000-0003-3185-3914

Tuncay Akınci 0000-0001-8052-3327

Erken Görünüm Tarihi 25 Ocak 2023
Yayımlanma Tarihi 31 Ocak 2023
Kabul Tarihi 26 Ekim 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 57 Sayı: 57 - EBD 57. Sayı

Kaynak Göster

APA Avcı, S., & Akınci, T. (2023). Üniversite Öğrencilerinin Ebeveyn Stilleri ile Öz Düzenlemeli Öğrenme Stratejilerini Kullanma Düzeyleri Arasındaki İlişki. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 57(57), 109-127. https://doi.org/10.15285/maruaebd.1103282
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