The Impact of Self-Regulated Learning on Reading Comprehension and Attitude towards Turkish Course and Metacognitive Thinking

Autor/inn/en	Oruç, Ayse; Arslan, Ali
Titel	The Impact of Self-Regulated Learning on Reading Comprehension and Attitude towards Turkish Course and Metacognitive Thinking
Quelle	In: Educational Research and Reviews, 11 (2016) 8, S.523-529 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Foreign Countries; Independent Study; Reading Comprehension; Reading Attitudes; Metacognition; Thinking Skills; Elementary School Students; Grade 5; Experimental Groups; Control Groups; Reading Instruction; Conventional Instruction; Comparative Analysis; Pretests Posttests; Reading Tests; Attitude Measures; Likert Scales; Interviews; Reading Achievement; Quasiexperimental Design; Multivariate Analysis; Focus Groups; Turkey + Suchen Sie Ihr Suchwort? Ausland; Selbststudium; Leseverstehen; Reading behavior; Rading behaviour; Leseverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; School year 05; 5. Schuljahr; Schuljahr 05; Leseunterricht; Lesetest; Likert-Skala; Interviewing; Interviewtechnik; Leseleistung; Multivariate Analyse; Türkei
Abstract	The purpose of this study was to examine the impact of self-regulated learning on students' reading comprehension and attitude towards Turkish course and metacognitive thinking skills. For this purpose, the study was carried out with the 5th graders in Zonguldak Province. In this study, one of the classes was designated as the experimental group and the other class as the control group. While self-regulated learning was applied to the experimental group, a traditional method was applied to the control group. The study lasted for 8 weeks totally. In the study, non-equivalent control group's pretest-posttest design was used. The data were obtained with the help of a reading comprehension test, an attitude scale, a metacognitive thinking skills scale and an interview. At the end of the study, depending on the quantitative data, it was found that self-regulated learning significantly increased the reading comprehension and metacognitive thinking skills of the students in the experimental group. By depending on the qualitative data, it was found that students in the experimental group used self-regulated learning skills while studying. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01