Akademik Veri Yönetim Sistemi
ULUSLARARASI V. TURKCESS EĞİTİM VE SOSYAL BİLİMLER KONGRESİ, İstanbul, Türkiye, 27 - 29 Haziran 2019, ss.5-10
Managing one’s own learning during the process of
knowledge acquisition has paved the way for the concept of self-regulated
learning (SRL) in which learners organize their cognitive and motivational
behaviours followed by certain self-regulatory processes. In this sense,
learners developing SRL become more active in the learning process and have
high attentiveness in performing a given work. The present study explores the
structural relationship among motivational
beliefs, learning strategies, need for cognition and academic achievement. Within
this context, the purpose of the study was to form a structural model on the
ground of patterns among the mentioned variables. 512 state university students in İstanbul composed the
study group of the research. The Motivated Strategies for Learning
Questionnaire and the Need for Cognition Scale were administered to the
participants. Data analysis was carried out by bivariate correlation analysis,
regression analysis, and structural equation modelling. Findings revealed that goal orientation, learning beliefs, self-efficacy, organization and
self-regulation along with need for cognition predicted academic achievement in
a positive way, except for
critical thinking. In addition, all the
mentioned variables correlated significantly with each other in a positive way.
In line with the theoretical
review and practical applications as
well as empirical studies, a structural model indicating the relationship pattern among motivational beliefs, learning strategies, need for
cognition and academic achievement was tested
and suggested as a model.