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ÖĞRETİM KALİTESİNİN ÖZ-DÜZENLEMELİ ÖĞRENME SÜREÇLERİNE ETKİSİ
No full textThis study investigates the structural relationships between teaching quality and the core phases of self-regulated learning: self-reflection, forethought, and performance. Guided by Zimmerman’s cyclical model, the research utilizes structural equation modeling to analyze how teaching practices influence students’ cognitive strategies, motivational beliefs, and behavioral engagement. The data were obtained from a nationally representative sample of 5128 Turkish students who participated in the PISA 2022 assessment. Each phase of self-regulated learning was assessed using theoretically grounded indicators. The self-reflection phase encompassed a growth mindset, self-directed learning self-efficacy, mathematics anxiety, and a sense of belonging. The forethought phase was captured through intrinsic motivation, subjective familiarity with mathematical concepts, and mathematics self-efficacy. The performance phase involved self-control, critical thinking, and perseverance. Teaching quality was evaluated based on students’ perceptions of disciplinary climate, teacher support, and cognitively activating instruction. The results demonstrated that teaching quality significantly and directly influenced the performance phase, with indirect effects also observed through the forethought phase. Moreover, self-reflection exhibited a substantial indirect impact on performance by shaping students’ motivational readiness and planning in the forethought phase. These findings underscore the essential role of high-quality teaching in enhancing students’ self-regulatory capabilities, particularly in the initial phases of learning. Situated within the Turkish education system, this study provides valuable insights for developing instructional practices that promote strategic thinking, student agency, and long-term academic success.Bu çalışma, öğretim kalitesi ile öz-düzenlemeli öğrenmenin temel aşamaları olan öz-yansıtma, öngörü ve performans arasındaki yapısal ilişkileri incelemektedir. Zimmerman’ın döngüsel modeli rehberliğinde yürütülen araştırmada, öğretim uygulamalarının öğrencilerin bilişsel stratejileri, motivasyonel inançları ve davranışsal katılımları üzerindeki etkileri yapısal eşitlik modellemesi kullanılarak analiz edilmiştir. Veriler, PISA 2022 değerlendirmesine katılan 5128 Türk öğrencisinden oluşan ulusal temsili bir örneklemden elde edilmiştir. Öz-düzenlemeli öğrenmenin her bir aşaması kuramsal temelli göstergelerle değerlendirilmiştir. Öz-yansıtma aşaması büyüme zihniyeti, öz-yönelimli öğrenme özyeterliği, matematik kaygısı ve aidiyet duygusunu içermektedir. Öngörü aşaması, içsel motivasyon, matematiksel kavramlara yönelik öznel aşinalık ve matematik öz-yeterliği ile ölçülmüştür. Performans aşaması ise öz-kontrol, eleştirel düşünme ve akademik sebat ile temsil edilmiştir. Öğretim kalitesi; disiplin iklimi, öğretmen desteği ve bilişsel olarak harekete geçirici öğretim uygulamalarına ilişkin öğrenci algılarına dayalı olarak değerlendirilmiştir. Bulgular, öğretim kalitesinin performans aşamasını anlamlı ve doğrudan etkilediğini, ayrıca öngörü aşaması aracılığıyla dolaylı etkiler gösterdiğini ortaya koymuştur. Öz-yansıtma aşamasının ise performansa doğrudan bir etkisi bulunmamış, ancak öngörü aşamasındaki motivasyonel hazırlık ve planlamayı şekillendirerek dolaylı bir etkide bulunduğu belirlenmiştir. Bu bulgular, özellikle öğrenmenin ilk aşamalarında, yüksek kaliteli öğretimin öğrencilerin öz-düzenleme becerilerini geliştirmedeki kritik rolünü vurgulamaktadır. Türkiye eğitim sistemi bağlamında yürütülen bu çalışma, stratejik düşünmeyi, öğrenci özerkliğini ve uzun vadeli akademik başarıyı destekleyen öğretim uygulamalarının geliştirilmesine yönelik değerli çıkarımlar sunmaktadır.M.S. - Master of Scienc
İlköğretim öğrencilerinin yeteneğe yönelik örtülü teorileri, epistemolojik inançları, güdüsel inançları, hedef yönelimleri, öğrenme stratejileri, erteleme davranışları ve fen başarıları arasındaki ilişki.
No full textThe aim of this study was to examine the relationships among seventh grade students’ implicit theories of ability (i.e., incremental theory of ability), epistemological beliefs (i.e., source of knowing, certainty of knowledge, development of knowledge and justification for knowing), motivational beliefs (i.e., self-efficacy and task value), achievement goals (i.e., mastery-approach goal, performance-approach goal, mastery-avoidance goal and performance-avoidance goal), learning strategies (i.e., cognitive learning strategies and metacognitive learning strategies), procrastination and science achievement. For the purpose of the study, a path model was proposed and tested. A total of 4510 seventh grade students participated in the study. Although observed relations showed some variation across dimensions of the variables, path analysis results, in general, indicated that students’ incremental theory of ability, epistemological beliefs and motivational beliefs are directly related with their achievement goals, learning strategies use, procrastination and science achievement. Results also revealed that students’ achievement goals are directly linked to their learning strategy use and procrastination. Additionally, students’ learning strategy use was found to be directly associated with their procrastination and science achievement.Ph.D. - Doctoral Progra
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
How is Middle School Students’ Scientific Reasoning Ability Associated with Gender and Learning Environment?
Get PDFThis study examined middle school students’ scientific reasoning ability in relation to gender and learning environment perceptions. The data were obtained from 269 (148 girls and 121 boys) students. A two-tier multiple-choice test was used to assess students’ scientific reasoning ability, while a Likert scale-type self-report questionnaire was used to assess students’ learning environment perceptions. Results showed that there was no significant difference between girls and boys regarding their scientific reasoning abilities. On the other hand, students’ scientific reasoning ability was found to be positively associated with involvement, task orientation, and teacher support, while it was negatively related to cooperation in science learning environments. Since students spent thousands of hours in classrooms, it is vital to examine and deepen the knowledge about the relationship between the learning environment and student outcomes. The current study presented and discussed considering the context of science education in Turkey; further studies can be conducted in different countries and contexts
Lensing Paths Going to Achievement: The Relationship among Students\u27 Beliefs, Goal Orientation, Cognitive and Behavioral Process, and Achievement
Get PDFBu çalışmada başarı motivasyonu için bir model önerisinde bulunulmuş ve bu modeli sınaması gerçekleştirilmiştir. Önerilen model Dweck ve meslektaşlarının oluşturdukları çerçeveyi genişletip ve özelleştirmeyi amaçlamaktadır. Tasarlanan modeli test etmek ve öğrencilerin inançları, hedef yönelimleri, bilişsel-davranışsal süreçleri ve başarı arasındaki ilişkileri incelemek amacıyla yol analizi yapılmıştır. Mevcut çalışmada öğrencilerin inançlarının öğrenmede temel rol oynadığı varsayılmaktadır ve bu nedenle örtülü zeka teorileri, epistemolojik ve motivasyonel inançlar modele dahil edilmiştir. Bilgi edinimi amaçlı bir çaba olduğu için ve öğrencilerin başarı hedefleri öğrenme faaliyetlerine neden katıldığını anlamak için modele dahil edilmiştir. Öğrenme sürecinde birçok bilişsel ve davranışsal süreç yer almaktadır. Bu süreçleri temsil etmek için, önerilen model bilişsel ve üst bilişsel öğrenme stratejilerinin kullanımını ve öğrencilerin erteleme davranışını içermektedir. Çalışmaya toplamda 4510 yedinci sınıf ortaokul öğrencisi katılmıştır. Yol analizi sonuçları, önerilen modelin açıkladığı varyansların başarı hedefleri boyutları için %5 ile %29 aralığında, öğrenme stratejileri kullanımı boyutları için %58 ile %74, erteleme için %38 ve başarı için %20 olduğunu göstermiştir. Ayrıca, çalışma sonuçlarından elde edilen faydayı arttırmak için çeşitli öneriler sunarak sonuçlanmaktadır.This study presents a proposed and tested model for achievement motivation. The model aims to broaden and tailors Dweck and her colleagues\u27 framework. A path analysis was conducted to test the designed model to investigate the associations among students\u27 beliefs, goal orientations, cognitive-behavioral processes, and achievement. The study posits that students\u27 beliefs play a fundamental role in learning and were included in the model as implicit theories of intelligence, epistemological and motivational beliefs. Indeed, knowledge acquisition is a purposeful endeavor, and to understand why students engage in learning activities, learners\u27 achievement goals have been incorporated into the model. Numerous cognitive and behavioral processes are involved in the learning process. To represent these processes, the model includes the use of cognitive and metacognitive learning strategies, as well as the procrastination of students. A total of 4510 seventh-grade middle school students attended the current study. The path analysis results revealed that the model explained 5% to 29% of the variance in the dimensions of achievement goals, 58% to 74% of the variance in the dimensions of learning strategies use, 38% of the variance in procrastination, and 20% of the variance in achievement. Also, the study concludes by proposing several suggestions to maximize the benefits of the results
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