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Uzuntiryaki-Kondakci, Esen; Capa-Aydin, Yesim – Educational Sciences: Theory and Practice, 2013
This study aimed at examining the extent to which metacognitive self-regulation and chemistry self-efficacy predicted critical thinking. Three hundred sixty-five university students participated in the study. Data were collected using appropriate dimensions of Motivated Strategies for Learning Questionnaire and College Chemistry Self-Efficacy…
Descriptors: Thinking Skills, Metacognition, Self Efficacy, Self Control
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Arslan, Ali – Educational Sciences: Theory and Practice, 2013
The purpose of this study was to investigate the relationship between students' opinions about the sources of self-efficacy belief and their gender, academic achievement, the grade level, Socio-Economic Status (SES), and learning style. The study was conducted on 984 secondary school students in the fall semester of the 2011-2012 academic year.…
Descriptors: Foreign Countries, Secondary School Students, Self Efficacy, Beliefs
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Ocak, Gurbuz; Yamac, Ahmet – Educational Sciences: Theory and Practice, 2013
The aim of current study was to examine predictor and explanatory relationships between fifth graders' self-regulated learning strategies, motivational beliefs, attitudes towards mathematics, and academic achievement. The study was conducted on a sample of 204 students studying in the primary schools of Afyonkarahisar province. Motivated…
Descriptors: Metacognition, Grade 5, Elementary School Students, Correlation
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Dogan, C. Deha – Educational Sciences: Theory and Practice, 2013
This is a correlation study which aims to assess the theoretical model about the factors affecting assessment preferences of pre-service teachers. In the model the relations among the "alternative assessment methods", "critical thinking learning strategy", "Elaboration learning strategy", "self-efficacy about…
Descriptors: Foreign Countries, Preservice Teachers, Correlation, Preferences
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Erturan Ilker, Gökçe; Arslan, Yunus; Demirhan, Giyasettin – Educational Sciences: Theory and Practice, 2014
The aim of this study is to determine the validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ) for high school students. In total, 1605 students (829 girls, 776 boys, average age = 15.67 ± 1.19) from three different high schools in the central district of Ankara voluntarily participated in the study. The MSLQ was…
Descriptors: Foreign Countries, Test Validity, Test Reliability, Questionnaires