Multilevel Investigation of Students’ Self-regulation Processes in Learning Science: Classroom Learning Environment and Teacher Effectiveness
Yazarlar (2)
Prof. Dr. Sündüs YERDELEN Kafkas Üniversitesi, Türkiye
Prof. Dr. Semra Sungur Orta Doğu Teknik Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | International Journal of Science and Mathematics Education (Q3) | ||
| Dergi ISSN | 1571-0068 Wos Dergi Scopus Dergi | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | İngilizce | Basım Tarihi | 01-2019 |
| Cilt / Sayı / Sayfa | 17 / 1 / 89–110 | DOI | 10.1007/s10763-018-9921-z |
| Makale Linki | https://link.springer.com/content/pdf/10.10072Fs10763-018-9921-z.pdf | ||
| UAK Araştırma Alanları |
Fen Bilgisi Eğitimi
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| Özet |
| This study aimed to investigate the role of students’ classroom learning environment perceptions and teacher effectiveness in 7th grade students’ self-regulation in science classes. Students’ self-regulation was examined in terms of self-efficacy, achievement goals, and metacognitive strategy use which constitute important components of self-regulation. The relations of students’ perceived classroom learning environment (i.e. student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity) and teacher effectiveness (i.e. teachers' beliefs, characteristics, and occupational well-being) to students’ self-regulation were tested by conducting separate HLM analyses considering the nested structure of the data. To select a nationally representative sample, two-stage random sampling approach was used. Data were collected from 372 science teachers and their 8198 seventh … |
| Anahtar Kelimeler |
| Classroom learning environment | Multilevel analysis | Science education | Self-regulation | Teacher effectiveness |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 36 |
| Scopus | 40 |
| Google Scholar | 85 |