Investigation of the relationship between study approaches and self-regulated learning skills of teacher candidates

Karaduman G. B. , Guder N., Ozsoy-Gunes Z. , Kirbaslar F. G.

5th International Conference on New Horizons in Education (INTE), Paris, France, 25 - 27 June 2014, vol.174, pp.251-258 identifier

  • Publication Type: Conference Paper / Full Text
  • Volume: 174
  • Doi Number: 10.1016/j.sbspro.2015.01.655
  • City: Paris
  • Country: France
  • Page Numbers: pp.251-258


This study aims the investigating the relationship between study process and their self-regulated learning skills of teacher candidates. This research is designed as relational scanning model. In the study, 2 scales are used as tool of data collection: Self-regulating Learning skills (SRLS) Scale, developed by Turan (2009), Study Process Questionnaire (SPQ) revised by Biggs, Kember & Leung (2001), adapted in Turkish by Yilmaz & Orhan (2011a). 272 Teacher candidates from Turkish, Science, social studies, elementary school, mathematics, psychological counseling-guidance education forms the sample of the study. In order to analyze the data, SPSS 16.00, ANOVA, independent t-test, Pearson correlation coefficient techniques are used. At the end of the study, between SRLS scale with profound approach factor of SPQ has a positive relation and with superficial approach factor of SPQ has a negative relation. The significant differences weren't found between the graduated secondary schools with scales; but according to gender and to the department, significant differences were found between SRLS scale with superficial approach factor of SPQ. (C) 2015 The Authors. Published by Elsevier Ltd.