Investigating the Curriculum Practices Affecting the Primary School Students' Perceptions of Self-Regulation Skills
Project no. 791 · Status: Kapanmış · 2018
Summary
In this project, it is aimed to determine the program applications that affect the perceptions of the fourth grade elementary school students' self-regulation skills and to contribute to the development of the programs in this respect. A consecutive descriptive pattern, in which quantitative and then qualitative data are collected, is used in the project. Quantitative data; It was collected using the Perceived Self-Regulation Skill Scale from 1753 students in 46 primary schools in the central districts of İzmir province and the Scale of Self-Regulatory Learning Incentive from 86 classroom teachers. Qualitative data were obtained by conducting semi-structured interviews with a total of 60 that is 20 students, family members and teachers. Quantitative data, Pearson's correlation coefficient and one-way factor analysis; qualitative data were analyzed by content analysis. It was found that there was no significant relationship between students 'perceptions of self-regulation skills and teachers' level of encouraging self-regulation. The program practices that support self-regulation were determined as follows: student's sense of responsibility, asking for help and self-reflection features; democratic attitude of the family and being a model; aim of self-regulation in school-family cooperation and education program. Some of the program implementations that prevent self-regulation are: the student's external motivation feature and direct teaching expectation; low socioeconomic and cultural level of the family and a protective or authoritarian attitude; insufficient physical conditions of the school, inability of the teacher to receive adequate education in self-regulation; the content of the curriculum is intense. These findings may be useful in developing program applications that support self-regulation.