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dc.contributor.authorAlpaslan, Muhammet Mustafa
dc.date.accessioned2020-11-20T14:54:54Z
dc.date.available2020-11-20T14:54:54Z
dc.date.issued2017
dc.identifier.issn0022-0671
dc.identifier.issn1940-0675
dc.identifier.urihttps://doi.org/10.1080/00220671.2015.1108277
dc.identifier.urihttps://hdl.handle.net/20.500.12809/2187
dc.description0000-0003-4222-7468en_US
dc.descriptionWOS: 000400333900007en_US
dc.description.abstractThe purpose of the study was to determine the level of the relationship among Turkish elementary school students' personal epistemologies, motivation, learning strategies, and achievements in science. A total of 322 fifth-grade students participated in the study. Results from the structural equation modeling showed that students' personal epistemologies influence both their motivation and metacognitive strategies in science learning. Viewing scientific knowledge as constructed by the learner contributes to the students having high motivations, high science achievement, and the ability to engage metacognitively in learning tasks.en_US
dc.item-language.isoengen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.item-rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectMetacognitionen_US
dc.subjectMotivationen_US
dc.subjectPersonal Epistemologyen_US
dc.subjectScience Achievementen_US
dc.subjectSelf-Regulated Learningen_US
dc.titleThe relationship between personal epistemology and self-regulation among Turkish elementary school studentsen_US
dc.item-typearticleen_US
dc.contributor.departmentMÜ, Eğitim Fakültesi, Matematik Ve Fen Bilimleri Eğitimi Bölümüen_US
dc.contributor.institutionauthorAlpaslan, Muhammet Mustafa
dc.identifier.doi10.1080/00220671.2015.1108277
dc.identifier.volume110en_US
dc.identifier.issue4en_US
dc.identifier.startpage405en_US
dc.identifier.endpage414en_US
dc.relation.journalJournal of Educational Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US


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