Öz düzenleyici öğrenme stratejileri ve öz yeterlik inancının İngilizce öğrenme başarısını yordamadaki rolü

Abstract

The self-regulation and self-efficacy beliefs have a major effect on English language learning achievement. This study examines if self-regulatory learning strategies and English self-efficacy beliefs significantly predicted learning achievement in learning English. 542 ninth grade students studying at ten different Vocational and Technical Anatolian High Schools formed the sample. Data were gathered through the Self-Regulatory Learning Strategies Scale, the English Self-Efficacy Beliefs Scale and the ninth grade English Achievement Test. Pearson Correlation Analysis was applied to describe the relation between English self-efficacy beliefs and self-regulatory learning strategies and the students’ learning achievement in English. Simple and Multiple Linear Regression Analysis was used to analyze the predictive role of self-regulatory learning strategies and English self-efficacy beliefs on learning achievement in learning English. Self-regulatory learning strategies and English self-efficacy were determined to be significant predictive variables in explaining English achievement. But also students’ English self-efficacy beliefs (R2 = .24) was found to be a more powerful predictor of explaining English achievement than self-regulatory strategies (R2 = .04). Therefore, studies can be carried out to improve students’ self-efficacy perceptions and self-regulation skills towards English in order to increase their success in English lessons. This research can be replicated regionally or nationally with a wider study population.

The role of self-efficacy, motivation, and perceived support of students' basic psychological needs in academic achievement

“…. and DiBenedetto, 2021; Zysberg and Schwabsky, 2021;Kontaş and Özcan, 2022;Muhtadi et al, 2022;Zorlu and Ünver, 2022;Luo et al, 2023;Salvo-Garrido et al, 2023;Al-khresheh and Alkursheh, 2024;Bozzato, 2024) and that BPN satisfaction predicts achievement (Taylor et al, 2014;Nalipay et al, 2020;Theis et al, 2020;Ahn et al, 2021;Buzzai et al, 2021;Afzal and Jami, 2023;Earl et al, 2023;Vijayakumaran et al, 2023;Wangchuk, 2023;Zhang and Jiang, 2023;Zupančič et al, 2024). The linkage between selfefficacy, BPN and achievement; however, has not yet been well established.…”

“…It is one of several positively correlated agentic processes that are predictive of academic achievement (Code, 2020). Academic self-efficacy is associated with academic performance in reading literacy (Yang et al, 2018;Ocak and Tiraki, 2020;Zysberg and Schwabsky, 2021;Zorlu and Ünver, 2022), mathematics (Kitsantas et al, 2011;Xu and Qi, 2019;Ugwuanyi, 2020;Zysberg and Schwabsky, 2021;Er et al, 2022;Kontaş and Özcan, 2022;Muhtadi et al, 2022), and the sciences (Aurah, 2017;Oyelekan et al, 2019;Gao et al, 2020;Adjei et al, 2023;Dever, 2024) and is positively associated with overall academic achievement (Asakereh and Yousofi, 2018;Akturk and Ozturk, 2019;Olivier et al, 2019;Usher et al, 2019;Zysberg and Schwabsky, 2021;Luo et al, 2023;Salvo-Garrido et al, 2023;Al-khresheh and Alkursheh, 2024;Bozzato, 2024).…”

“…High self-efficacy predicts perseverance through difficulties and anxieties (Usher and Pajares, 2008). Students with high self-efficacy beliefs are more likely to engage in school and persist in learning until they have achieved their learning goals (Hong et al, 2021;Zorlu and Ünver, 2022;Nong et al, 2023). It affects how students believe they can apply the skills and abilities they have to learning tasks (Bong and Skaalvik, 2002).…”

English Language Education in a Vocational School: A Qualitative Case Study

“…In the Vocational School a major proportion of the problems stem from student self-variables. There are insufficiencies in students' backgrounds (Liu, 2020;Muliyah & Aminatun, 2020;Sun Spencer, 2008;Wen, 2010), they have negative attitudes toward English instruction (Liu, 2020;Muliyah & Aminatun, 2020;Sun Spencer, 2008), and feel themselves inefficient (Zorlu & Ünver, 2022;Lovejoy, 1995, Wang, Chao, & Liao, 2011. The framework of the Self System Model of Motivational Development (SSMMD) permits us to understand the success of education in relation to students' motivational processes and interactions with their social context.…”

“…The self-regulation and self-efficacy beliefs have a major effect on English language learning achievement. Zorlu and Ünver (2022) found that 542 Vocational High School students' selfregulatory learning strategies and English self-efficacy beliefs significantly predicted learning achievement in learning English. While this is the case, undesirable start and emotional distress of students affect the Vocational School students' academic performance negatively (Lovejoy, 1995;Wang, Chao, & Liao, 2011).…”