İlkokul Öğrencilerinin Öz Düzenleme Becerilerine İlişkin Algıları ile Öz Düzenlemeyi Destekleyen ve Engelleyen Faktörler.

Ünver, Gülsen; Cansever, Belgin Arslan; Çavaş, Pınar

Primary school is a significant period for the children to learn selfregulatory behaviours. This study aims to help enhance primary school fourth grade curricula to support students' self-regulation skills. The study employed an explanatory sequential mixedmethods design to collect quantitative data from 1753 students and 86 teachers in 46 primary schools via descriptive and relational surveys, and causal-comparative methods, and qualitative data from 60 stakeholders of primary school curricula (students, family members and teachers) via semi-structured interviews. In conclusion there is no statistically significant relationship between students' perceptions of their self-regulation skills and teachers' perceptions of their level of encouraging self-regulation. Selfreflection and seeking help by the student, sustaining selfregulation strategies, serving as a model for children and adoption of a democratic attitude by families, self-regulatory behaviours of peers, cooperation between school and family, and inclusion of self-regulation as an aim in the curriculum are all supporting factors for self-regulation. A student's expectation of direct instruction, family's low socioeconomic and cultural levels, teacher's lack of self-regulation education, spoon-feeding or over interfering the students by teachers, exam-oriented approach for education, and intensive curriculum material are all hindering factors.

PSYCHOLOGY of students; POLITICAL attitudes; PRIMARY school curriculum; PRIMARY school teachers; ADOPTION

Education & Science / Egitim ve Bilim, 2022, Vol 47, Issue 212, p229

1300-1337

Academic Journal

10.15390/EB.2022.11354