YÜKSEL, İsmail Eskişehir Osmangazi Üniversitesi - Eğitim Fakültesi - Eğitim Bilimleri Bölümü, Turkey

The Predictive Power of Instructional Style Preferences for Self-Regulation Skill Levels

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The purpose of this study is to investigate the predictive power of pre-service teachers’ instructional styles preferences for self-regulation skill levels. The study conducted on 126 pre-service teachers used the survey model. Participants’ self-regulation strategies and instructional styles preferences were measured by “Self-regulation strategies scale” and “Learning styles inventory”. The data of the study were analysed via t test, Pearson productmoment correlation coefficient and stepwise regression. The findings indicated that the gender of the candidates made a significant difference in their scores. It was found that the female candidates’ scores on selfregulation skills were higher than the males. The findings manifested that while the most preferred learning style of candidates was independed study, the least preferred style was learning through simulations. Correlation analysis indicated that there was a moderate and positive relationship between participants’ self-regulation skill levels and their academic achievement; low and positive relationship between participants’ selfregulation skill levels and instructional styles preferences. Findings indicated that candidates’ instructional styles preferences explained 42,4% of the total variance on self-regulated learning.

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Learning , self , regulated learning , instructional styles preferences , learnings styles

Dicle University Journal Of Ziya Gökalp Faculty Of Education

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