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  • 标题:Primary school teachers realization levels of self-regulated learning practices and sense of efficacy
  • 本地全文:下载
  • 作者:Işıl Tanrıseven
  • 期刊名称:Educational Research and Reviews
  • 印刷版ISSN:1990-3839
  • 出版年度:2013
  • 卷号:8
  • 期号:7
  • 页码:297-301
  • DOI:10.5897/ERR2012.0495
  • 语种:English
  • 出版社:Academic Journals
  • 摘要:The purpose of this study is to investigate primary school teachers’ realization levels of self-regulated learning practices and sense of efficacy and the relationship between their realization levels of self-regulated learning practices and sense of efficacy. Survey research was conducted on 400 primary school teachers from 20 elementary schools in Mersin, a city in Turkey. The schools in the sample were determined randomly. The research data were collected by “Self-Regulated Learning Inventory for Teachers” developed by Lombaerts et al. and adapted into Turkish by the researcher and  “Teachers’ Sense of Efficacy Scale” developed by Tschannen-Moran ve Woolfolk Hoy and adapted into Turkish by Çapa et al. According to the results of the research, teachers realized self-regulated learning practices at the “very often” level and perceived themselves as quite efficient. It was also found that there was a significant relationship between primary school teachers’ realization of self-regulated learning practices and their sense of efficacy.
  • 关键词:Primary school teacher self-regulated learning; sense of efficacy " />
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