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Derginin Adı:
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Problems of Education in the 21st Century
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Cilt:
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2016/71
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Sayı:
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71
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Makale Başlık:
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MODELING THE STRUCTURAL RELATIONS AMONG LEARNING STRATEGIES, SELF-EFFICACY BELIEFS, AND EFFORT REGULATION
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Makale Alternatif Dilde Başlık:
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Alternatif dilde başlık bulunmamaktadır. There is no article title in another language.)
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Makale Eklenme Tarihi:
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9.07.2017
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Okunma Sayısı:
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1
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Makale Özeti:
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This research examined the relations among students’ learning strategies (elaboration, organization, critical thinking and metacognitive learning strategies), self-efficacy beliefs, and effort regulation. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure students’ learning strategies, self-efficacy beliefs, and effort regulation. A total of 227 high school students participated in the research. Confirmatory factor analysis and path analysis were performed to examine the relations among the variables of the research. Results revealed that students’ metacognitive learning strategies and self-efficacy beliefs statistically and significantly predicted their effort regulation. In addition, the students’ self-efficacy beliefs directly affected deep cognitive learning strategies and effort regulation but indirectly affected metacognitive learning strategies. Furthermore, 88.6 % of the variance in effort regulation was explained by metacognitive learning strategies and self-efficacy beliefs.
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Alternatif Dilde Özet:
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Alternatif dilde abstract bulunmamaktadır. (There is no abstract in another language.)
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