Investigation of Self-Regulation and Problem Solving Skills of Prospective Elementary Teachers

Ercoşkun, Nilay Çelik; Köse, Erdoğan

doi:10.15345/iojes.2014.02.014

Cited by 7 publications

(4 citation statements)

References 6 publications

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“…Previous studies also examined the relationship between self-regulated learning skills and gender for different age groups and classes and found differences in favor of female students (Akın, 2013; Bidjerano, 2005; Ercoşkun & Köse, 2014; Turan, 2009; Ünal, 2010; Yeşilyurt, 2013; Zimmerman & Martinez-Pons, 1990). In their study, Zimmerman and Martinez-Pons (1990) explained that self-regulated learning skills were more commonly practiced by female students.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Self-regulated learning skills of prospective music teachers in Turkey

Boon

2020

International Journal of Music Education

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The purpose of this study was to investigate self-regulated learning skills of prospective music teachers in Turkey ( N = 222). This study also investigated whether self-regulated learning skills of prospective music teachers differed according to their gender, academic year, daily practice hours, and most recent instrument exam grade. The data were collected through the Self-Regulated Learning Skills Scale developed by Turan. Analyses revealed that statistically significant differences were found between the Planning and Goal Setting subscale and gender variable. The female students had higher planning and goal setting compared to the male students. The results also showed that the male students were more dependent learners. Students whose instrument exam grade was between 76 and 100 had higher planning and goal setting skills. Prospective music teachers who practiced their instruments more than 3 hr a day showed higher self-regulated learning skills than those who practiced less. Implications for future research and practical applications are also discussed.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Self-regulated learning skills of prospective music teachers in Turkey

Boon

2020

International Journal of Music Education

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“…Although there is a significant difference, the eta squared value was calculated as .02, indicating a small effect size (Cohen, 1988). In the literature, some studies similarly reported that female teacher candidates use the SRL strategies more than males (Bozpolat, 2016;Çelik-Ercoşkun & Köse, 2014;Yüksel, 2013). Unlike this result, some studies found that males have higher selfregulation skills (Haşlaman & Aşkar, 2007;Patrick et al, 1999).…”

Section: Resultsmentioning

confidence: 99%

“…2019;Guo et al, 2018;Kormos & Csizér, 2014;Teng & Zhang, 2016;Tseng et al, 2006;Ting & Chao, 2013) and in Turkey (Adıgüzel & Orhan, 2017;İlbeği & Çeliköz, 2020;Yağlı, 2014). In addition, a large number of studies examined the self-regulatory learning skills of pre-service teachers from different departments in Turkey (Bozpolat, 2016;Cebesoy, 2013;Çelik-Ercoşkun & Köse, 2014;Gömleksiz & Demiralp, 2012;Sağırlı et. al., 2010;Yüksel, 2013) and in the world (Buzza & Allinotte, 2013;Michalsky & Schechter, 2013;Shawer, 2010).…”

Section: Introductionmentioning

confidence: 99%

Self-Regulated Learning Skills of Pre-Service English Language Teachers

Güneş

2023

EJES

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This study aimed to investigate the self-regulated learning skills of pre-service English language teachers in terms of gender and grade level. The sample of the study consisted of 223 pre-service English language teachers who study at a state university in Turkey. For data collection, the ‘Self-regulating Learning Skills Scale (SRLSS)’ was used. Data were analyzed quantitatively via SPSS by using descriptive statistics, independent samples t-test, and one-way between-groups ANOVA. Descriptive statistics indicated that pre-service English language teachers have a high level of self-regulated learning skills. In addition, the participants’ self-regulated learning skills differed based on gender, in favor of females. Moreover, a statistically significant difference was found only between second and third graders. The results were discussed regarding previous research and some pedagogical implications and suggestions were made. This research yields an important opportunity for further understanding of pre-service EFL teachers' SRL skills. This study aspires to be beneficial for English language teachers, teacher educators, and curriculum developers. Article visualizations:<img src="/-counters-/edu_01/0095/a.php" alt="Hit counter" />

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“…On the contrary, it has been found that there is a significant and a negative-sided relationship between teacher candidates' problem solving appraisal and the utilization of motivated strategies for learning for the departments Social Studies Education, Primary Education, Turkish Language Education and Elementary Math Education. Considering the self-regulating individuals use more strategies (Zimmerman, 1990; as cited in Bozpolat, 2016) and primary self-regulative processes are related to effective problem solving process (Çelik-Ercoşkun & Köse, 2014) and also self-confidence about own skills is related to more effective problem solving (Bloom & Broder, 1950;as cited in Heppner, 1978), the finding that there is a negative-sided and a significant relationship between teacher candidates' problem solving appraisal and the utilization of motivated strategies for learning for the departments except Elementary Science Education and Early Childhood Education can be interpreted as following. As teacher candidates' appraisal of their problem solving increase, their tendency to utilize motivated strategies for learning might have been decreased for the departments except Elementary Science Education and Early Childhood Education because of their probably unrealist appraisal of their own problem solving skills.…”

Section: Resultsmentioning

confidence: 99%

The Examination of the Relation between Teacher Candidates’ Problem Solving Appraisal and Utilization of Motivated Strategies for Learning

Turgut

Ocak

2017

JETS

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This study examines the relation between teacher candidates' problem solving appraisal and utilization of motivated strategies for learning. The study has been carried out with 416 teacher candidates. A correlation has been used between problem solving appraisal and utilization of motivated strategies for learning. Besides, regression analysis has been used to find out whether problem solving appraisal predicts utilization of motivated strategies for learning. In addition, it has been questioned whether various variables (gender, department, class level) and problem solving appraisal have a common effect on utilization of motivated strategies for learning. Results indicate that for both women and men, there is a significant and negative sided relationship between problem solving appraisal and utilization of motivated strategies for learning. Besides, except Elementary Science Education and Early Childhood Education departments, for all the departments, there is a significant relationship between problem solving appraisal and utilization of motivated strategies. Finally, it has been found that problem solving appraisal predicts utilization of motivated strategies significantly, but there is not a common effect of problem solving appraisal and various variables (gender, department, class level) on utilization of motivated strategies for learning.

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Investigation of Self-Regulation and Problem Solving Skills of Prospective Elementary Teachers

Cited by 7 publications

References 6 publications

Self-regulated learning skills of prospective music teachers in Turkey

Self-regulated learning skills of prospective music teachers in Turkey

Self-Regulated Learning Skills of Pre-Service English Language Teachers

The Examination of the Relation between Teacher Candidates’ Problem Solving Appraisal and Utilization of Motivated Strategies for Learning

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