The role of parents in developing students' self-regulated learning skills
Keywords:
Self-regulated learning, learning-teaching process, parents' support
Abstract
The literature suggests that there is a positive correlation between self-regulation and academic achievement. However, self-regulation skills are initially gained and shaped based on a family`s attitudes and behavior. For this reason there is a need to identify knowledge and attitudes about self-regulated learning in families. The aim of this study is to identify the perceptions of parents about self-regulated learning and how they support the development of self-regulated learning skills among their children. In this research study, semi-structured interviews were carried out with 25 parents whose children were fourth graders in Istanbul. Content analysis was used to analyze the data. Findings demonstrated that, extensive research should be carried out to raise the awareness of parents regarding self-regulated learning and to investigate how they can motivate their children to become self -regulated learners.
Downloads
Download data is not yet available.
References
Arslan, A. (2008). İşbirliğine dayalı öğrenmenin erişiye, kalıcılığa, öz yeterlilik inancına ve öz düzenleme becerisine etkisi. Doktora Tezi, Hacettepe Üniversitesi, Ankara.
Bell, J. (1992). Doing your research project. Buckingham: Open University Press.
Barriball K. L., & While A. (1994). Collecting data using a semi-structured interview: A discussion paper. Journal of Advanced Nursing, 19, 328─335.
Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal
of Educational Research, 31(6), 445–457.
Bronson, M. B. (2000). Self-regulation in early childhood: Nature and nurture. New York: Guilford.
Cebesoy, Ü. B. (2013). Pre-service science teachers' perceptions of self-regulated
learning in physics. Turkish Journal of Education, 2(1), 4–18.
Christensen, L. B., Johnson, R. B., & Turner, L. A. (2014). Araştırma yöntemleri: Desen ve analiz (Çeviri Ed. Aypay, A.), Ankara: Anı Yayıncılık.
Cloud, H., & Townsend, J. (1996). Anne faktörü. İstanbul: Sistem Yayıncılık.
Cole, F. L. (1988). Content analysis: Process and application. Clinical Nurse Specialist, 2(1), 53–57.
Corno, L. (2011). Studying self-regulation habits. In Zimmerman, B. J. & Schunk, D. H. (Ed.) Handbook of self-regulation of learning and performance (pp. 361─375). New York: Routledge.
Çiltaş, A.(2011). Eğitimde öz-düzenleme öğretiminin önemi üzerine bir çalışma. Mehmet
Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(5),1–11.
Doğan, M. F., & Şahin-Taşkın, Ç. (2014). İlkokul öğrencilerinin öz-düzenlemeli öğrenme becerilerinin geliştirilmesi: sınıf öğretmenlerinin görüşleri. VI. Uluslararası Eğitim Araştırmaları Kongresi, Ankara.
Eccles, J. S., Buchanan, C. M., Flanagan, C., Fuligni, A., Midgley, C., & Yee, D. (1991).
Control versus autonomy during early adolescents. Journal of Social Issues, 47,
53–68.
Ertürk Kara, H. G. ve Gönen, M. (2015). Okul öncesi dönemdeki çocukların öz düzenleme becerisinin çeşitli değişkenler açısından incelenmesi, Eğitimde Kuram ve Uygulama, 11(4), 1224-1239.
Grolnick, W. S., & Kurowski, C. O. (1999). Family processes and the development of children's self-regulation, Educational Psychologist, 34(1), 3-14.
Grolnick, W. S., & Ryan, R. . (1989). Parent styles associated with children's self- regulation and competence in school. Journal of Educational Psychology, 81(2), 143–154.
Hsieh, A., & Li, C. (2008),The moderating effect of brand image on public relations perception and customer loyalty, Marketing Intelligence & Planning, 26(1), 26–42.
Huang, J., & Prochner, L. (2004). Chinese parenting styles and children’s self-regulated
learning. Journal of Research in Childhood Education, 18(3), 227–239.
Israel, E. (2007). Öz düzenleme eğitimi fen başarısı ve öz yeterlilik. Doktora Tezi, Dokuz Eylül Üniversitesi, İzmir.
Karakaş, N. (2009). İlköğretim 5. sınıf matematik dersi değerlendirme sürecinde ürün dosyası kullanımının öğrencilerin öz düzenleme becerileri, bilişsel strateji kullanımları ve görüşleri üzerindeki etkisinin incelenmesi. (Yüksek Lisans Tezi, Yıldız Teknik Üniversitesi).
Keçeli-Kaysılı, B. (2008). Akademik başarının artırılmasında aile katılımı. Ankara
Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 9(1), 69─83.
Kılıç, Ç. ve Tanrıseven, I. (2007). Öz-düzenleme stratejileri ve motivasyonel inançlar ile standart olmayan sözel problem çözme arasındaki ilişkiler. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 167─180.
Krippendorff K. (1980). Content Analysis: An introduction to its methodology. Newbury Park, Sage Publications.
McInerney, D. M. (2011). Culture and self-regulation in educational contexts: assessing
the relationship of cultural group to self-regulation. In Zimmerman, B. J. & Schunk, D. H. (Ed). Handbook of self-regulation of learning and performance (pp.442─464). New York: Routledge.
Mayring, P. (2000). Qualitative content analysis. Forum qualitative social research,
http://qualitative-research.net/fqs/fqs-e/2-00inhalt-e.htm [erişim tarihi: 05, 15,
2015].
Martinez-Pons, M. (1996). Test of a model of parental inducement of academic self- regulation. The Journal of Experimental Education, 64(3), 213─227.
McInerney, D. M. (2011). Culture and self-regulation in educational contexts: Assessing the relationship of cultural group to self-regulation. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 422- 464). New York, NY: Routledge.
Patton, M. (2002). Qualitative Research and Evaluation Methods. Sage Publications: Beverley Hills, CA.
Perry, N. E., & Drummond, L. (2002). Helping young students become self-regulated researchers and writers. The Reading Teacher, 56(3), 298─310.
Pickens, J. (2005). Attitudes and perceptions. In N. Borkowski (Ed.), Organizational behaviour in health care (pp. 43–76). Sudbury, MA: Jones and Bartlett Publishers.
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and
assessing. Theory into Practice, 41(4), 219–225.
Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45(3), 605–619.
Raffaelli, M., Crockett, L. J., & Shen, Y. (2005). Developmental stability and change in
self-regulation from childhood to adolescence. Journal of Genetic Psychology, 166(1), 54─75.
Ramdass, D., & Zimmerman, B. J. (2011). Developing self-regulation skills: The important role of homework, Journal of Advanced Academics, 22, 194–218.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research. Thousand Oaks, CA: Sage Publications.
Sarı, A. ve Akınoğlu, O. (2009). Öz-düzenlemeli öğrenme: Modeller ve uygulamalar.
Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 29, 139─154.
Şahhüseyinoğlu, D. ve Akkoyunlu, B. (2010). İlköğretim (3-5. Sınıf) öğrencilerine araştırma becerilerinin kazandırılması üzerine bir çalışma. İlköğretim Online, 9(2), 587─600.
Tezel Şahin, F. (2015). Beden eğitimi ve spor yüksekokulunda öğrenim gören
öğrencilerin öz düzenleme yeterliliklerinin incelenmesi. International Journal of Science Culture and Sport, 4, 425─438.
Üredi, I., ve Üredi, L. (2007). Öğrencilerin öz-düzenleme becerilerini geliştiren öğrenme ortamının oluşturulması. EDU 7, 2(2), 1─29.
Üredi, I. ve Erden, M. (2009). Öz-düzenleme stratejileri ve motivasyonel inançlarının yordayıcısı olarak algılanan anne baba tutumları. Türk Eğitim Bilimleri Dergisi, 7(4), 781─811.
Winne, P. H. (1996). A metacognitive view of individual differences in self-regulated
learning. Learning and Individual Differences, 8, 327–353.
Wolters, C. A. (2011). Regulation of motivation: Contextual and social aspects. Teachers College Record, 113(2), 265─283.
Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeichner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press: San Diego, CA.
Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166─183.
Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman, & D. H. Schunk (Eds.), Self- regulated learning and academic achievement: Theoretical perspectives (pp. 1-38). Mahwah, NJ: Lawrence Erlbaum Associates.
Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self-
regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self- regulated learning: Theory, research, and applications (pp. 1-30). Mahwah, NJ: Erlbaum.
Bell, J. (1992). Doing your research project. Buckingham: Open University Press.
Barriball K. L., & While A. (1994). Collecting data using a semi-structured interview: A discussion paper. Journal of Advanced Nursing, 19, 328─335.
Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal
of Educational Research, 31(6), 445–457.
Bronson, M. B. (2000). Self-regulation in early childhood: Nature and nurture. New York: Guilford.
Cebesoy, Ü. B. (2013). Pre-service science teachers' perceptions of self-regulated
learning in physics. Turkish Journal of Education, 2(1), 4–18.
Christensen, L. B., Johnson, R. B., & Turner, L. A. (2014). Araştırma yöntemleri: Desen ve analiz (Çeviri Ed. Aypay, A.), Ankara: Anı Yayıncılık.
Cloud, H., & Townsend, J. (1996). Anne faktörü. İstanbul: Sistem Yayıncılık.
Cole, F. L. (1988). Content analysis: Process and application. Clinical Nurse Specialist, 2(1), 53–57.
Corno, L. (2011). Studying self-regulation habits. In Zimmerman, B. J. & Schunk, D. H. (Ed.) Handbook of self-regulation of learning and performance (pp. 361─375). New York: Routledge.
Çiltaş, A.(2011). Eğitimde öz-düzenleme öğretiminin önemi üzerine bir çalışma. Mehmet
Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(5),1–11.
Doğan, M. F., & Şahin-Taşkın, Ç. (2014). İlkokul öğrencilerinin öz-düzenlemeli öğrenme becerilerinin geliştirilmesi: sınıf öğretmenlerinin görüşleri. VI. Uluslararası Eğitim Araştırmaları Kongresi, Ankara.
Eccles, J. S., Buchanan, C. M., Flanagan, C., Fuligni, A., Midgley, C., & Yee, D. (1991).
Control versus autonomy during early adolescents. Journal of Social Issues, 47,
53–68.
Ertürk Kara, H. G. ve Gönen, M. (2015). Okul öncesi dönemdeki çocukların öz düzenleme becerisinin çeşitli değişkenler açısından incelenmesi, Eğitimde Kuram ve Uygulama, 11(4), 1224-1239.
Grolnick, W. S., & Kurowski, C. O. (1999). Family processes and the development of children's self-regulation, Educational Psychologist, 34(1), 3-14.
Grolnick, W. S., & Ryan, R. . (1989). Parent styles associated with children's self- regulation and competence in school. Journal of Educational Psychology, 81(2), 143–154.
Hsieh, A., & Li, C. (2008),The moderating effect of brand image on public relations perception and customer loyalty, Marketing Intelligence & Planning, 26(1), 26–42.
Huang, J., & Prochner, L. (2004). Chinese parenting styles and children’s self-regulated
learning. Journal of Research in Childhood Education, 18(3), 227–239.
Israel, E. (2007). Öz düzenleme eğitimi fen başarısı ve öz yeterlilik. Doktora Tezi, Dokuz Eylül Üniversitesi, İzmir.
Karakaş, N. (2009). İlköğretim 5. sınıf matematik dersi değerlendirme sürecinde ürün dosyası kullanımının öğrencilerin öz düzenleme becerileri, bilişsel strateji kullanımları ve görüşleri üzerindeki etkisinin incelenmesi. (Yüksek Lisans Tezi, Yıldız Teknik Üniversitesi).
Keçeli-Kaysılı, B. (2008). Akademik başarının artırılmasında aile katılımı. Ankara
Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 9(1), 69─83.
Kılıç, Ç. ve Tanrıseven, I. (2007). Öz-düzenleme stratejileri ve motivasyonel inançlar ile standart olmayan sözel problem çözme arasındaki ilişkiler. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 167─180.
Krippendorff K. (1980). Content Analysis: An introduction to its methodology. Newbury Park, Sage Publications.
McInerney, D. M. (2011). Culture and self-regulation in educational contexts: assessing
the relationship of cultural group to self-regulation. In Zimmerman, B. J. & Schunk, D. H. (Ed). Handbook of self-regulation of learning and performance (pp.442─464). New York: Routledge.
Mayring, P. (2000). Qualitative content analysis. Forum qualitative social research,
http://qualitative-research.net/fqs/fqs-e/2-00inhalt-e.htm [erişim tarihi: 05, 15,
2015].
Martinez-Pons, M. (1996). Test of a model of parental inducement of academic self- regulation. The Journal of Experimental Education, 64(3), 213─227.
McInerney, D. M. (2011). Culture and self-regulation in educational contexts: Assessing the relationship of cultural group to self-regulation. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 422- 464). New York, NY: Routledge.
Patton, M. (2002). Qualitative Research and Evaluation Methods. Sage Publications: Beverley Hills, CA.
Perry, N. E., & Drummond, L. (2002). Helping young students become self-regulated researchers and writers. The Reading Teacher, 56(3), 298─310.
Pickens, J. (2005). Attitudes and perceptions. In N. Borkowski (Ed.), Organizational behaviour in health care (pp. 43–76). Sudbury, MA: Jones and Bartlett Publishers.
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and
assessing. Theory into Practice, 41(4), 219–225.
Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45(3), 605–619.
Raffaelli, M., Crockett, L. J., & Shen, Y. (2005). Developmental stability and change in
self-regulation from childhood to adolescence. Journal of Genetic Psychology, 166(1), 54─75.
Ramdass, D., & Zimmerman, B. J. (2011). Developing self-regulation skills: The important role of homework, Journal of Advanced Academics, 22, 194–218.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research. Thousand Oaks, CA: Sage Publications.
Sarı, A. ve Akınoğlu, O. (2009). Öz-düzenlemeli öğrenme: Modeller ve uygulamalar.
Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 29, 139─154.
Şahhüseyinoğlu, D. ve Akkoyunlu, B. (2010). İlköğretim (3-5. Sınıf) öğrencilerine araştırma becerilerinin kazandırılması üzerine bir çalışma. İlköğretim Online, 9(2), 587─600.
Tezel Şahin, F. (2015). Beden eğitimi ve spor yüksekokulunda öğrenim gören
öğrencilerin öz düzenleme yeterliliklerinin incelenmesi. International Journal of Science Culture and Sport, 4, 425─438.
Üredi, I., ve Üredi, L. (2007). Öğrencilerin öz-düzenleme becerilerini geliştiren öğrenme ortamının oluşturulması. EDU 7, 2(2), 1─29.
Üredi, I. ve Erden, M. (2009). Öz-düzenleme stratejileri ve motivasyonel inançlarının yordayıcısı olarak algılanan anne baba tutumları. Türk Eğitim Bilimleri Dergisi, 7(4), 781─811.
Winne, P. H. (1996). A metacognitive view of individual differences in self-regulated
learning. Learning and Individual Differences, 8, 327–353.
Wolters, C. A. (2011). Regulation of motivation: Contextual and social aspects. Teachers College Record, 113(2), 265─283.
Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeichner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press: San Diego, CA.
Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166─183.
Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman, & D. H. Schunk (Eds.), Self- regulated learning and academic achievement: Theoretical perspectives (pp. 1-38). Mahwah, NJ: Lawrence Erlbaum Associates.
Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self-
regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self- regulated learning: Theory, research, and applications (pp. 1-30). Mahwah, NJ: Erlbaum.
Published
2016-06-01
Section
Articles
How to Cite
Doğan, M., & Şahin Taşkın, Çiğdem. (2016). The role of parents in developing students’ self-regulated learning skills. International Journal of Curriculum and Instructional Studies (IJOCIS), 6(12), 1-18.
