The relationships between adolescents’ academic self-regulation, motivational strategies and academic achievement in distance education process
DOI:
https://doi.org/10.24059/olj.v29i3.4673Keywords:
distance education, self-regulation, motivational strategies, academic success, adolescentsAbstract
Uzaktan eğitimin dünya çapında yaygınlaşması ve bu durumun COVID-19 salgın süreciyle hızlanması göz önüne alındığında, bu çalışma ergenlerin akademik öz düzenleme becerileri ile akademik performansları arasındaki ilişkileri ve uzaktan eğitim sırasında motivasyonel stratejilerin aracılık rolünü incelemeyi amaçlamıştır. Örneklem, Türkiye Cumhuriyeti, Ankara ili merkez ilçelerinde farklı sosyoekonomik düzeylerdeki devlet liselerine devam eden toplam 311 ergenden (71% kız; M Yaş = 15.70, S = 1.05) oluşmuştur. Sonuçlar öz düzenleme ve bilişsel strateji kullanımında cinsiyet farklılıklarını ortaya koyarken, akademik başarı ergenlik aşamasına göre değişmiştir. Anne eğitimi, ergenlerin başarısı ile pozitif korelasyon göstermiştir. Uzaktan eğitime katılım süresi akademik başarıyı etkilemiş, daha uzun katılım daha yüksek puanlarla ilişkilendirilmiştir. Öz düzenleme ve motivasyonel stratejilerin kullanımının artması daha yüksek akademik başarıyla ilişkilendirilmiştir. Yol analizi sonuçları, öz düzenlemenin ergenlerin uzaktan eğitimdeki akademik başarısı üzerindeki etkisinin motivasyonel stratejiler aracılığıyla aracılık ettiğini göstermiştir. Bu bulgular, ergenlik dönemindeki akademik başarıda motivasyonel süreçlerin önemini vurgulamakta ve uzaktan eğitimde başarılı olmak için gereken kritik becerilere ışık tutmaktadır.
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