The Effect of Psychoeducational Group Training Depending on Self Regulation on Students' Motivational Strategies and Academic Achievement.
Year: 2012
Type: article
Study design: Clinical Trial
Abstract: The aim of this study was to determine the effect of psychoeducational group study regarding self regulation in learning on motivational beliefs and academic success of students. Pre and post tests with control group design were used in this study. Participants of the study consisted of 10th grade students at Anatolian High School. 'Motivational Strategies Scale at Learning' and 'Information Form' which prepared by author was used for data collection. ANOVA and ANCOVA models were used for analizing of study data. Th e results of study showed that psychoeducational group study which was given to treatment group during 8 weeks increased motivational beliefs and academic sucssess level of students. Increase of motivational beliefs did not differentiate in terms of gender and study field of students. The results of study were discussed depending on the related literature. Key Words Learning, Self-Regulation, Motivational Strategies, Psychoeducation, Academic Success. In modern and scientific communities, academic ability is considered important. Academic ability can be defined as the ability of comprehending texts, expressing ideas verbally or in written form, reasoning with numbers and solving problems (Turkmen, 2004). According to the results of PISA conducted by OECD in every 3 years with 15-yearold students from 65 countries, Turkey was at the last rank in 2006. According to the data of PISA exam results in 2009, Turkish students ranked at the bottoms in the branches of text comprehension, science and maths (Organisation for Economic Cooperation and Development [OECD PISA], 2009). The problems about students' academic success in our country has been giving a pause to National Education Director, private schools, school administrators, teachers, school psychological counsellors, parents and directing them towards new pursuits intended to enhance academic success. The concept of self regulation in learning has gained importance with the study of factors causing academic failure of low skillled and underperforming students. In the researches related with the topic, it is pointed out that students with low academic succes have lower level of motivational strategies and use less learning strategies (McWhaw & Abrami, 2001; Paterson, 1996; Pintrich & De Groot, 1990; Soung, 2001; Sungur, 2004; VanderStoep, Pintrich, & Fagerlin, 1996; Wolters & Rosenthal, 2000). Also, researches have shown that self-regulation strategies and motivational strategies are effective in increasing academic achievement (Hwang & Vrongistinos, 2002; Malpass, O'Neil, Harold, & Hocevar, 1999; Pintrich & De Groot, 1990; Soung, 2001; Sungur, 2004; Uredi & Uredi, 2005). Self-regulation that was firstly conceptualized in Bandura's social cognitive learning theory (Bandura, 1991), has been defined as an active and constructive characteristic feature that an individual creates his own learning objectives, tries to direct his motivation, cognitive and metacognitive competence and limits his objectives by canalizing them in accordance with contextual features around. The theoretical basis of this study is based on self-regulation model in learning developed by Pintrich, Smith, Garcia, and McKeachie (1993). The main reason for choosing this model is that the efficiency of this model in acquisition of self-regulation skills in studies conducted with primary and high school students from different countriesa has been emphasized in literature (Andrew & Vialle, 1998; Hwang & Vrongistinos, 2002; Paterson, 1996; Pintrich & De Groot, 1990; Soung, 2001; VonderStoep et al., 1996; McWhaw & Abrami, 2001; Wolters & Rosenthal, 2000). In this study the impact of education depending on self-regulation on motivational strategies is one of the subdimensions of self-regulation and academic success was investigated. Considering the research problem, research questions were determined as: of psychoeducatioal group training for self-regulation in learning applied to 10th grade high school students; 1) Is there any significant difference in favor of test group in motivational strategies subdimension? …
Authors: Mehmet Önemli, Zeynep Deniz Yöndem
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W276476696