THE RELATIONSHIP BETWEEN SELF-EFFICACY, SELF-REGULATED LEARNING STRATEGIES AND ACHIEVEMENT: A PATH MODEL

Ozlem Sadi; Miray Uyar

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THE RELATIONSHIP BETWEEN SELF-EFFICACY, SELF-REGULATED LEARNING STRATEGIES AND ACHIEVEMENT: A PATH MODEL

Title	THE RELATIONSHIP BETWEEN SELF-EFFICACY, SELF-REGULATED LEARNING STRATEGIES AND ACHIEVEMENT: A PATH MODEL
Publication Type	Journal Article
Year of Publication	2013
Authors	Sadi, O, Uyar, M
Journal	Journal of Baltic Science Education
Volume	12
Issue	1
Start Page	21-33
Date Published	March/2013
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 1037483
Keywords	biology achievement, resource management strategies, self-efficacy, self-regulated learning strategies
Abstract	This structural equation modeling study aimed to investigate both direct and indirect relationships among self-efficacy for learning and performance, cognitive self-regulated learning strategies (CSR), metacognitive self-regulated learning strategies (MSR), time and study environmental management strategies (TSEM), effort regulation strategies and biology achievement of Turkish high schools students. Results of a path analysis showed that students who have high self-efficacy, MSR, TSEM and organizational strategies to complete a task in the face of difficulties can become successful in biology. Also, the findings were found that higher levels of self-efficacy directly associated with CSR, MSR, TSEM and effort regulation strategies. Moreover, mediator analyses explained several mediator effects between these variables that are discussed with the importance of motivational and learning strategies in achievement.
URL	http://oaji.net/articles/2015/987-1425757563.pdf
DOI	10.33225/jbse/13.12.21
Refereed Designation	Refereed
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