An assessment of education faculty students' views on their self-regulated learning skills

Abstract

There are many factors affecting self-regulated learning skills of students during teaching progress. Accordingly it is essential to indicate prospective teachers' views on self-regulated learning skills and determine variables affecting these views. Study group of the research comprises third-year students enrolled at the departments of Classroom Teaching, Social Studies Teaching, Science Teaching, Pre-School Education, Primary Mathematics Education and Turkish Language Teaching in the Faculty of Education of Cumhuriyet University. Self-regulated Learning Skills Scale developed by Turan (2009) to determine self-regulated learning skills of university students was used as the data collecting tool. Results of the study had revealed that Education Faculty Students' views determined that statistically differ or not toward in terms of motivation and action to learning, planning and determining aims, strategy using and assessment, and lack of self-directedness related to gender and department variables. In analysis of the data; as it was not appropriate to compare the dispersion of the groups according to gender variable, the comparison has been made solely according to department variable. One way ANOVA test has been utilised in comparisons made according to department varia (C) 2013 The Authors. Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Academic World Education and Research Center.