The effects of self-regulated learning on academic achievement in reading and self-regulation skills

  • Bilge Kuşdemir Kayıran
  • Ahmet Doğanay
Keywords: Self-regulated learning, self-regulation skills, reading comprehension, academic achievement

Abstract

This study aims to examine whether a self-regulated learning model used in a 5th grade Turkish course has any effects on academic achievement in reading (comprehension) and self-regu- latory skills. The study lasted 12 weeks and the participants were 5th grade students enrolled in two primary schools located in Adana in Spring 2011.The experimental and control groups consisted of90 students enrolled in 5th grade primary schools in Adana. . “Reading Comprehension Achievement Test”, “Motivation and Learning Strategies Scale”, “Personal Information Form” and “Semi-Struc- tured Interview Form” were used in the research. After controlling for the pre-test scores, findings showed a significant difference in favor of the experimental group when the post-test mean scores in reading comprehension are considered. Furthermore, there was a statistically significant impact of the self-regulated learning model on cognitive awareness-learning strategies, perceived self-competence, time and study context management, and task value. There was no significant effect on test anxiety and recourse.

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How to Cite
Kuşdemir Kayıran, B., & Doğanay, A. (2017). The effects of self-regulated learning on academic achievement in reading and self-regulation skills. Uluslararası Eğitim Programları Ve Öğretim Çalışmaları Dergisi, 7(14), 89-112.