The Pre-Service Teachers’ Self-Regulated Strategies and Academic Success: A Longitudinal Study

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This study was conducted as a longitudinal study in two phases in order to examine changes in self-regulation skills of the pre-service teachers and determine the relationship between self-regulation strategies and academic achievement of the pre-service teachers. The study was carried out with the participation of students from Faculty of Education, Computer Education and Instructional Technology (CEIT) Department. This longitudinal study consists of two phases. This research was designed according to one group pretest-posttest modeling. The first phase was conducted with 32 students in the first period of undergraduate education in 2008-2009 academic year. As a second phase, data collection from 27 students was completed after a-four year education. In both phases, the participants were administered “Motivated Strategies for Learning Questionnaire”, and academic achievement were collected. The participants were administered “Motivated Strategies for Learning Questionnaire”, which is translated into Turkish by Büyüköztürk et. al. (2004), in order to find out the self-regulation strategies they used. Pearson Moments Product Correlation Coefficient and Paired Samples t-test was used in the analysis of the data. It was found that there was a significant difference between students’ pre-test and post-test mean scores in task value, elaboration, help seeking, peer learning and metacognition. But there wasn’t any significant difference between each other. In addition, the academic achievement of students in an undergraduate education program has increased significantly during the process. The study also investigated the relationship between academic achievements of students and their self-regulation strategies. Accordingly, a moderately positive correlation was found between academic achievement and extrinsic goal orientation, self-efficacy for learning, test anxiety, metacognition, managing time and study environment. Based on the findings, suggestions for future research were also provided.

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Self , Regulation Strategies , Longitudinal Study , Academic Success

Gazi University Journal Of Gazi Educational Faculty

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Gazi University Journal Of Gazi Educational Faculty