Abstract
This study aims to develop a measurement tool to measure the quality of using learning strategies. First, the quality of using learning strategies was described based on the literature. The 32 items in the 5-point Likert scale were then administered to 320 prospective teachers, and they were analysed with exploratory factor analysis using unweighted least squares method and promax rotation technique. The four-factor 15 items formed were applied to another study group of 203 prospective teachers. Of the models tested for the factorial structure of the scale in this data set using confirmatory factor analysis (CFA), the four-dimensional structure displayed perfect fit with the data. It was found that the Cronbach's Alpha coefficient calculated for the whole scale and for the sub-dimensions in the first sample rose and reached a good level of internal consistency and that the McDonald's omega coefficient calculated yielded coefficients close to these values. In this way, a valid and reliable measurement tool was developed to measure the quality of using learning strategies in this framework.
Highlights
The quality of using learning strategies was operationally defined in this study through literature review, and 32 items were prepared in accordance with the definition
The extent to which the items pool measured the operational definition was analysed through qualitative evaluations made by the researchers who were included in the research and who held doctorate degrees
The factorial structure of the scale demonstrates that metacognitive strategies and cognitive strategies are the dimensions of the quality of strategy use
Summary
The learning process is described as a model emerging with the interaction of environment, personal traits and manner of behaviour. In this sense, self-regulated learning may be defined as a way of learning that regulates the process of learning through thoughts created by the learners themselves. Self-regulated learning, which is regarded as a desired type of learning, is understood as learners’ being responsible in the process of learning. This is a complex structure involving metacognition, attention control, motivation, emotions and learning strategies. Learning strategy is defined in a number of studies as the whole of cognitive, behavioural procedures or procedures serving to a certain purpose for coding or acquiring new knowledge [4, 5, 1]
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