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Download full textUzuntiryaki-Kondakci, Esen; Capa-Aydin, Yesim – Educational Sciences: Theory and Practice, 2013
This study aimed at examining the extent to which metacognitive self-regulation and chemistry self-efficacy predicted critical thinking. Three hundred sixty-five university students participated in the study. Data were collected using appropriate dimensions of Motivated Strategies for Learning Questionnaire and College Chemistry Self-Efficacy…
Descriptors: Thinking Skills, Metacognition, Self Efficacy, Self Control
Ocak, Gurbuz; Yamac, Ahmet – Educational Sciences: Theory and Practice, 2013
The aim of current study was to examine predictor and explanatory relationships between fifth graders' self-regulated learning strategies, motivational beliefs, attitudes towards mathematics, and academic achievement. The study was conducted on a sample of 204 students studying in the primary schools of Afyonkarahisar province. Motivated…
Descriptors: Metacognition, Grade 5, Elementary School Students, Correlation
Belet, S. Dilek; Guven, Meral – Educational Sciences: Theory and Practice, 2011
This study was designed as a descriptive survey study in order to determine primary education teacher trainees' epistemological beliefs; the use of metacognitive strategies; and the relationship between epistemological beliefs and metacognitive strategies. 820 primary education teacher trainees' were selected from the department of primary…
Descriptors: Teaching Methods, Elementary Education, Self Control, Academic Achievement
Guvenc, Hulya – Educational Sciences: Theory and Practice, 2010
The purpose of this study is to investigate the effects of cooperative learning and learning journals on teacher candidate students' self-regulated learning. Data of the research were collected by the Turkish version of the Motivated Strategies for Learning Questionnaire. 84 university students (52 girls and 32 boys) participated in this research.…
Descriptors: Experimental Groups, Control Groups, Self Efficacy, Cooperative Learning
