Abstract
The purpose of this study is to examine whether the Grid Model practices affect students' motivation for self-regulation. In the study, quasi-experimental research design with pre-test/post-test control group was used. This study was conducted with a total of 74 students from 4th grade students in different primary schools in Amasya. Motivated Strategies for Learning Questionnaire was used as data collection tool. The obtained data was analyzed in the SPSS program and parametric tests were used in the analysis of the data. According to the findings obtained, there was a significant difference in favor of the experimental group among the students' post-test scores of internal goal orientations, task values and self-efficacy perceptions at public schools. As a result of the research, the Grid Model has provided that the students with low socio-economic level have increased their motivation towards self-regulation and the students with high socio-economic level have continued their high motivation levels. In the future studies, it can be seen whether the Grid Model-based applications have an effect on the behavioral, contextual and cognitive regulation dimensions of the students.
Highlights
In the educational curriculum, individuals show considerable differences in their learning outcomes and in the way they reflect learning experiences into real life, despite the fact that they live in the same educational and training process
According to the results of the posthoc test to determine the source of the difference, it is seen that there is a significant difference between the internal goal orientation post-test test scores of the students in experimental groups I-II and control groups I-II, a significant difference in favour of the experimental group I and experimental group II can be seen
It can be said by way of these obtained findings, that the Grid model applied to private schools and public schools has positively influenced students in terms of internal goal orientations which are of the self-regulation dimensions
Summary
Individuals show considerable differences in their learning outcomes and in the way they reflect learning experiences into real life, despite the fact that they live in the same educational and training process. Interests, learning preferences, abilities, intelligence, psychological and sociodemographic characteristics of students differ from each other. This can affect the learning process and academic achievements in a positive or negative way. In a study conducted by Jonassen and Grabowski [1], it was suggested that individual differences may affect students’ learning attitudes and their way of applying certain implications for new situations. From this point of view, it is important to consider individual differences in ensuring individual development and integration with the society. They can be engaged in real life problems and can cooperatively join ability groups [11, 12]
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