The effects of self-regulation skills on TEOG exam

Suer N., ALTUN S.

5th International Conference on New Horizons in Education (INTE), Paris, France, 25 - 27 June 2014, vol.174, pp.2191-2199 identifier

  • Publication Type: Conference Paper / Full Text
  • Volume: 174
  • Doi Number: 10.1016/j.sbspro.2015.02.020
  • City: Paris
  • Country: France
  • Page Numbers: pp.2191-2199
  • Yıldız Technical University Affiliated: Yes


In this study, the effects of secondary school students' self-regulation skills on TEOG examination were examined. Motivational Strategy Scale, developed by Pintrinch and De Groot (1990) and adapted to Turkish by Uredi (2005), was used as the data collection instrument. TEOG exam scores of the students were obtained from their school administrations. The study group of the research consisted of 412 students attending the 8th Year Classes of 75th Year Secondary School of Gungoren District in the province of Istanbul. To analyse the data of the research, multi regression analysis was used. The research showed that the variables of self-efficacy and anxiety were effective in predicting the TEOG exam,and that use of cognitive strategy came after self-efficacy and anxiety with respect to impacting the TEOG exam achievement, and also that self-regulation and intrinsic value dimensions were not effective in predicting the TEOG exam scores. (C) 2015 The Authors. Published by Elsevier Ltd.