Literaturnachweis - Detailanzeige
Autor/inn/en | Aydin, Bünyamin; Memnun, Dilek Sezgin; Dinç, Emre; Arsuk, Sevgi; Meriç, Hilal |
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Titel | A Study on the Relationship between Seventh-Grade Students' Self-Regulation Skills and Their Problem-Solving Achievements |
Quelle | In: Journal of Educational Issues, 5 (2019) 1, S.71-86 (16 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2377-2263 |
Schlagwörter | Self Management; Problem Solving; Correlation; Grade 7; Foreign Countries; Mathematics Achievement; Mathematics Instruction; Learning Strategies; Questionnaires; Academic Achievement; Turkey; Motivated Strategies for Learning Questionnaire Selbstmanagement; Problemlösen; Korrelation; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Schulleistung; Türkei |
Abstract | This study aimed to determine the relationship between routine/non-routine problem-solving achievements and self-regulation skills of seventh-grade students who are educated in Turkey. For this purpose, in the 2016-2017 academic year, 133 seventh-grade students who were randomly selected in Denizli and Bursa provinces were studied. In the scope of the study, students were asked to answer routine/non-routine problem-solving tests, prepared by the researchers and the Motivated Strategies for Learning Questionnaire (MSLQ). When the data obtained from the analysis were examined, it was explained that the seventh-grade students attending the study need to develop their routine problem-solving skills and focus more on non-routine problem-solving skill development. Also, it was concluded that there are low-level and positive relationships between students' routine problem-solving and self-regulation skills, and non-routine problem-solving and self-regulation skills. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |