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Öz-Düzenleme Stratejileri ve Motivasyonel İnançlar İle Standart Olmayan Sözel Problem Çözme Arasındaki İlişkiler

THE CORRELATIONS BETWEEN SELF-REGULATED LEARNING STRATEGIES AND MOTIVATIONAL BELIEFS AND NON-STANDARD WORD PROBLEM SOLVING

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  • Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abstract (2. Language): 
In that study it was aimed to investigate the predictive power of self-regulated learning strategies and motivational beliefs on pre-service mathematics teachers’ solutions of non-standard word problems. In the study the relation model was used and 127 pre-service teachers participated. 12 non-standard word problems were given to the participants and the “Motivated Strategies for Learning Questionnaire” scale was ad- ministered to them.. According to results of the study it was concluded that self regulated learning strategies, self efficacy and task value predicted realistic solutions positively; self regulated learning strategies and task value predicted non-realistic solutions negatively. Furthermore, test anxiety predicted realistic solutions negatively and it predicted non-realistic solutions positively.
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Abstract (Original Language): 
Bu çalışmada ilköğretim matematik öğretmeni adaylarının öz-düzenleme stratejileri ve motivasyonel inançlarının standart olmayan sözel problemlere verdikleri yanıtları yordama gücü incelenmiştir. İlişkisel tarama modelinin kullanıldığı araştırmaya 127 öğretmen adayı katılmıştır. Öğretmen adaylarına 12 tane standart olmayan sözel problem sorulmuş ve “Güdülenme ve Öğrenme Stratejileri Ölçeği” uygulanmıştır. Araştırma sonuçları öz-düzenleme stratejileri, öz-yeterlik ve görev değerinin gerçekçi yanıtların pozitif yönde; öz-düzenleme stratejileri ve görev değerinin gerçekçi olmayan yanıtların negatif yönde anlamlı yordayıcısı olduğunu ortaya koymuştur. Ayrıca araştırma sonuçları sınav kaygısının gerçekçi yanıtların negatif yönde; gerçekçi olmayan yanıtların ise pozitif yönde anlamlı yordayıcısı olduğunu ortaya koymuştur.
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  • 1
167-180
  • Turkish

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