MODELING THE STRUCTURAL RELATIONS AMONG LEARNING STRATEGIES, SELF-EFFICACY BELIEFS, AND EFFORT REGULATION
Journal Title: Problems of Education in the 21st Century - Year 2016, Vol 71, Issue 6
Abstract
This research examined the relations among students’ learning strategies (elaboration, organization, critical thinking and metacognitive learning strategies), self-effcacy beliefs, and effort regulation. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure students’ learning strategies, self-effcacy beliefs, and effort regulation. A total of 227 high school students participated in the research. Confrmatory 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-effcacy beliefs statistically and signifcantly predicted their effort regulation. In addition, the students’ self-effcacy 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-effcacy beliefs.
Authors and Affiliations
Şenol Şen
Keywords
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