Questioning Academic Success through Self-regulation, Self-esteem and Attitude in Foreign Language Learning (A Case Study)

Abstract

The present study investigates the relationship between self-regulation, self-esteem, attitude and foreign language achievement (FLA). The research was conducted with 383 students from Gaziantep University Higher School of Foreign Languages. The data were collected through a modified questionnaire adapted from three different questionnaires. The statistical results showed that there was a positive relationship between self-regulation and foreign language achievement (r= .319 p >.01), self-esteem and foreign language achievement (r= .404 p >.01), and attitude and foreign language achievement (r=.425 p >.01). Moreover, when self-regulation, self-esteem and attitude came together, a statistically significant positive relationship with foreign language success was observed (r= .540 p >.01). Self-regulation, self-esteem and attitude in relation to academic success have been analyzed together for the first time in this study.

The Effect of Self-Regulation Strategy Development Instruction on Secondary School Students' Awareness of Metacognitive Writing

“…Ayrıca öz-düzenlemeli öğrenme ile ilişkili değişkenleri (motivasyon, güdülenme, üstbiliş, tutum ve akademik başarı) incelemeye yönelik nicel (ilişkisel, betimsel ve tarama türünde) araştırmalar (Adıgüzel ve Orhan, 2017;Aktan, 2012;Altun, 2005;Cabı ve Yalın, 2011;Cera, Mancini ve Antonietti, 2013;Dent ve Koenko, 2016;Dursun Sürmeli ve Ünver, 2017;Gouin, 2012;Hashempour ve Ghonsooly, 2015;Kaya, 2019;Özbay, 2008;Pintrich ve De Groot, 1990;Sieben, 2013;Soureshjani, 2011;Tılfarlıoğlu ve Delbesoğlugil, 2014;Turan ve Demirel, 2010;Üredi ve Üredi, 2005;Üredi ve Erden, 2009;Yalçın ve Karadeniz, 2016;Yüksel, 2013), farklı öğrenme yöntem ve tekniklerin öz düzenlemeye etkisini ölçen (Arsal, 2010;Arslan, 2008;Güvenç, 2010;Hatami, 2015;Karaoğlan Yılmaz, Olpak ve Yılmaz, 2017;Koç ve Gömleksiz, 2009;Platt, 2016;Salvador de Arana, 2018;Sever, 2019;Talan ve Gülseçen, 2018), öz düzenlemeye dayalı eğitimin akademik başarı üzerindeki etkisini inceleyen (Arslantaş ve Kurnaz, 2017;Doostian, Fattahi, Goudini, A'zami, Massah ve Daneshmand, 2014;Kuyumcu Vardar ve Arsal, 2014;Schraw, Crippen ve Hartley, 2006;Yıldızlı ve Saban, 2016), öz düzenlemeye dayalı ölçek geliştirme veya uyarlamaya yönelik (Aydın, Keskin ve Yel, 2014;Çelikkaleli ve Yıldırım, 201...…”

The Effect of Self-Regulated Strategy Education on the Writing Skills of Middle School Students

“…An examination of the findings of the studies shows that strategies based on self-regulation are effective in the development of language skills. In addition, there are also quantitative (relational, descriptive and survey type) studies examining the variables related to self-regulated learning (motivation, metacognition, attitude, and academic achievement) (Adıgüzel & Orhan, 2017;Aktan, 2012;Altun, 2005;Cabı & Yalın, 2011;Cera et al, 2013;Dent & Koenka, 2016;Dursun Sürmeli & Ünver, 2017;Gouin, 2012;Hashempour & Ghonsooly, 2015;Kaya, 2019;Özbay, 2008;Pintrich & De Groot, 1990;Sieben, 2013;Soureshjani, 2011;Tılfarlıoğlu & Delbesoğlugil, 2014;Turan & Demirel, 2010;Üredi & Üredi, 2005;Üredi & Erden, 2009;Yalçın & Karadeniz, 2016;Yüksel, 2013), measuring the effect of different learning methods and techniques on self-regulation (Arsal, 2010;Arslan, 2008;Güvenç, 2010;Hatami, 2015;Karaoğlan Yılmaz et al, 2018;Koç & Shirtssiz, 2009;Platt, 2016;Salvador de Arana, 2018;Sever, 2019;Talan & Gülseçen, 2018), examining the effect of self-regulated education on academic achievement (Arslantaş & Kurnaz, 2017;Doostian, Fattahi, Goudini, A'zami, Massah, & Daneshmand, 2014;Jeweler Vardar & Arsal, 2014;Schraw et al, 2006;Yıldız & Saban, 2016), scale development or adaptation based on self-regulation <...>…”

Exploring Papuan medical students' learning experiences whilst studying in Indonesia

“…Students appeared to have acquired some learning strategies, such as allocating a set time for study, but there is also a hint that time management might be a challenge. Higher levels of self-regulation are often positively correlated with academic success (Tilfarlioglu and Delbesoglugil, 2014) and these skills should have been acquired by students prior to entry to the medical school as suggested by some Faculty. Developing self-regulation skills may be an area to address in developing a 'level playing field' for Papuan students in relation to their non-Papuan peers.…”