An Examination of the Self-Regulation for Science Learning of Middle School Students with Different Achievement Levels

Autor/inn/en	Karaca, Melek; Bektas, Oktay; Celikkiran, Aysegul T.
Titel	An Examination of the Self-Regulation for Science Learning of Middle School Students with Different Achievement Levels
Quelle	In: Psychology in the Schools, 60 (2023) 3, S.511-540 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karaca, Melek) ORCID (Bektas, Oktay) ORCID (Celikkiran, Aysegul T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22776
Schlagwörter	Foreign Countries; Middle School Students; Science Instruction; Self Control; Science Achievement; Academic Achievement; Learning Processes; Performance; Cognitive Processes; Reflection; Turkey + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Selbstbeherrschung; Schulleistung; Learning process; Lernprozess; Achievement; Leistung; Cognitive process; Kognitiver Prozess; Türkei
Abstract	This research aims to examine the self-regulation of students with different achievement levels toward science learning based on Zimmerman's model including three phases: forethought, performance, and self-reflection. The research was conducted based on the case study from the qualitative research method. The study group consisted of 12 students who have different academic achievement levels and are studying at different levels of a middle school in Kayseri province, Turkey. The data of the research were collected through semistructured interviews and analyzed using content analysis. It was determined that each phase of self-regulation was not compatible with academic achievement, and individual differences came to the fore in students' self-regulation. The authors concluded that a student's level in all subdimensions of self-regulation was not the same. They also found that not only academic achievement affected the subdimensions of self-regulation, but also individual factors and differences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01