Examining self-regulation skills of elementary school students

Oktay Kizkapan,Oktay Bektas,Asli Saylan Kirmizigul

doi:10.18844/cjes.v13i4.3569

Oktay Kizkapan, Oktay Bektas + Show 1 more

Open Access

https://doi.org/10.18844/cjes.v13i4.3569

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Abstract

The purpose of this study is to determine elementary school students’ level of self-regulation skills—goal setting and to develop strategies to achieve these goals. Survey method is used in the study with the participants of 368 students. The study was conducted at two elementary schools in Incesu and Kocasinan provinces of Kayseri and students filled a five-item Likert type scale. Data were analysed using statistical analysis program and 0.05 significance level was accepted. The result shows that the average grade of girls was higher than the boys, the average of 5th grades was higher than 6th grades and the average of the school in the city centre was higher than the school in the rural area. Also, there was a significant difference between the self-regulation scores of the grade levels in the favour of 5th grades. Lastly, the self-regulation score of the students living in city centre was higher than that of students living in village. Keywords: Self-regulation, elementary education, survey research, elementary students

Highlights

The view that education is restricted to a certain period of time lost its validity by the help of the faster communication tools, increase in the average life span, economic and social changes and need for new knowledge and skills
According to findings of the study, it is found that self-regulation score of girls is higher than that of boys
When the self-regulation skills are examined based on gender, it is generally seen higher in the favour of girls (Raffaelli, Crockett & Shen, 2005; Zimmerman & Martinez-Poz, 1986)

Summary

Introduction

The view that education is restricted to a certain period of time lost its validity by the help of the faster communication tools, increase in the average life span, economic and social changes and need for new knowledge and skills. Education is accepted as a process from birth to death. As a result of this, ‘Life Long Learning’ became a widening term all over the world. Expansion and acceptance of this term resulted in new approaches and theories for education. Learner is not just a person to whom knowledge is transformed but she/he is accepted as an individual, who can actively participate in the learning processes, who is responsible for his/her own learning, decides what to learn knows where and how to find required knowledge and construct that knowledge. Todays’ education theories and approaches should be constructed to be able to achieve these requirements (Chee, 1997; Rowlands & Carson, 2001)

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