FUNDEMENTAL ELEMENTS OF PROBLEM SOLVING PROCESS: METACOGNITIVE SELF-REGULATION STRATEGIE AND SELF-EFFICACY


Temel S.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, ss.190-199, 2012 (SSCI İndekslerine Giren Dergi) identifier

  • Basım Tarihi: 2012
  • Dergi Adı: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Sayfa Sayıları: ss.190-199

Özet

This study aims to determine degree of usage of self-regulation strategies and motivation of preservice teachers and the relation between their usage of metacognitive self-regulation strategies, self-efficacy and perceived problem solving skills. 44 preservice teachers of Hacettepe University Faculty of Education, Department of Secondary School Science and Mathematics Education participated in the study. The preservice teachers were applied Motivated Strategies for Learning Questionnaire which was developed by Pintrich, Smith, Garcia & McKeachie (1991) and adapted into Turkish by Buyukozturk, Akgun, Ozkahveci and Demirel (2004) to determine their degree of usage of self-regulation strategies and motivation. Their perceived problem solving skills were determined by using Problem Solving Inventory which was developed by Heppner & Petersen (1982) and adapted into Turkish by Savasir and Sahin (1997). It was concluded that preservice teachers' degree of usage of self-regulation strategies and motivation are well. Also it was determined that there is a significant relation between their usage of metacognitive self-regulation strategies, self-efficany and perceived problem solving skills.