Investigation of the Self-Regulated Learning Strategies of Students from the Faculty of Education Using Ordinal Logistic Regression Analysis

Abstract

The purpose of this study was to reveal whether the low, medium, and high level self-regulated learning strategies of third year students at the Education Faculty of Cumhuriyet University can be predicted by the variables of gender, academic self-efficacy, and general academic average. The study uses the Relational Screening Model. The dependent variable of the study was the “self-regulated learning strategies” of the students and the independent variables were gender, academic self-efficacy, and general academic average. The universe of the study consisted of 1398 third year students from 11 departments of the Education Faculty of Cumhuriyet University. The sample of the study consisted of 826 third year students from 11 departments of the Education Faculty of Cumhuriyet University, all chosen by simple random sampling. In the study, as a tool for data collection, the “Academic Self-Efficacy Scale” was used to identify the academic efficacies of the students, and the “Self-Regulated Learning Strategies Scale” was used to identify the self-regulated learning strategies of the students. In the analysis of the data, a clustering analysis of the dependent variable and the three-category ordinal logistic regression analysis was used since it was ordered. On examining the results of the logistic regression analysis, it could be seen that gender, general academic average, and academic selfefficacy of the students predicted the self-regulated learning strategies to a significant level.