Turkish high school students' biology achievement in relation to academic self-regulation

By Necmettin Yumusak, S. Sungur, J. Çakıroğlu. 2007

91 citations recorded by the source corpus.

This study aimed at investigating the contribution of motivational beliefs, cognitive, and metacognitive strategy use to Turkish high school students' achievement in biology. In order to investigate the specified purpose of the study, 519 tenth-grade students were administered the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) and a Biology Achievement Test developed by the researchers. Results of multiple linear regression analyses showed that extrinsic goal orientation, task value, rehearsal strategy use, organization strategy use, management of time and study environment, and peer learning contributed significantly to the prediction of achievement scores.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c6474945d9ed05c48398a7e33b5954ca22c7c45e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

Examination of the Relationships between Fifth Graders' Self-Regulated Learning Strategies, Motivational Beliefs, Attitudes, and Achievement. (2013, background): “The findings of some research are consistent with this study (Pintrich & De Groot, 1990; Yumuşak et al., 2007), whereas some research demonstrated that intrinsic goal orientation was a predictor of achievement in positive way (Bembenutty, 2005; Ergöz, 2008).”
The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement (2017, background): “As a result, in recent decades, educational and psychological researchers have focused on student motivation and its effect on science achievement (Yumusak, Sungur, and Cakiroglu 2007; Zusho, Pintrich, and Coppola 2003).”
The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners (2012, background): “A large-scale study of Turkish adolescents indicated that students with good self-regulatory skills (eg, controlled use of organisational skills, management of study environment) displayed higher achievement in biology (Yumusak, Sungur, & Cakiroglu, 2007 ).”
The effects of diaries on self-regulation strategies of preservice science teachers (2010, unknown): “Additionally, Zimmerman (1994) emphasizes that learning organizational techniques is important in making students become independent and self-regulated learners. The reason of the metacognition strategy improvement of pre-service science teachers may be their reporting the strategies they used durin”
Teacher self‐regulation: examining a multidimensional construct (2009, background): “However, these studies have dealt with the self-regulatory learning strategies of students (Neber & Schommer-Aikins, 2002; Pintrich & De Groot, 1990; Wolters & Pintrich, 1998; Yumusak et al., 2007; Zimmerman & Martinez-Pons, 1986).”