THE PREDICTIVE POWER OF UNIVERSITY STUDENTS’ SELF-REGULATED LEARNING STRATEGIES AND ACADEMIC ACHIEVEMENTS ON THEIR SELF-EFFICACY BELIEFS

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The aim of the study is to determine the common effect of the cognitive (rehearsal, elaboration, organisation, critical thinking), metacognitive and time/environment management self-regulated learning strategies and academic achievement on the self efficacy beliefs of Faculty of Education students in their own learning processes. The sample of the study included 211, 3rd grade undergraduate students studying at Akdeniz University, Faculty of Education. “The Motivation Scale and The Cognitive, Metacognitive and Time / Environmental Management Scale” were used to determine students self-regulated learning strategies and self-efficacy beliefs. In the study, the relationships between the variables were determined by multiple linear regression analysis. According to the results of multiple regression analysis; cognitive, metacognitive, time/environment management self-regulated learning strategies and academic achievement predictive variables together, show a moderate and significant relationship with students self- efficacy beliefs towards learning. According to the findings, it can be said that the predictor variables together explain about 32% of student self-efficacy belief. According to the standardized regression coefficients obtained from the study, the order of significance of the predictive variables on the students self-efficacy; elaboration, critical thinking, academic achievement, organisation, metacognitive, time/environment management, rehearsal strategies.

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Self , regulated learning strategies , self , efficacy beliefs , academic achievement , multiple linear regression analysis

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

414

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi