The Relationship between Personal Epistemology and Self-Regulation among Turkish Elementary School Students

Autor/in	Alpaslan, Muhammet Mustafa
Titel	The Relationship between Personal Epistemology and Self-Regulation among Turkish Elementary School Students
Quelle	In: Journal of Educational Research, 110 (2017) 4, S.405-414 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2015.1108277
Schlagwörter	Foreign Countries; Elementary School Students; Epistemology; Self Management; Student Motivation; Learning Strategies; Science Achievement; Grade 5; Structural Equation Models; Metacognition; Questionnaires; Statistical Analysis; Turkey; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Erkenntnistheorie; Selbstmanagement; Schulische Motivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; School year 05; 5. Schuljahr; Schuljahr 05; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Fragebogen; Statistische Analyse; Türkei
Abstract	The purpose of the study was to determine the level of the relationship among Turkish elementary school students' personal epistemologies, motivation, learning strategies, and achievements in science. A total of 322 fifth-grade students participated in the study. Results from the structural equation modeling showed that students' personal epistemologies influence both their motivation and metacognitive strategies in science learning. Viewing scientific knowledge as constructed by the learner contributes to the students having high motivations, high science achievement, and the ability to engage metacognitively in learning tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01