AN ASSESSMENT OF SECONDARY SCHOOL STUDENTS’ SELF-REGULATED LEARNING SKILLS IN TERMS OF SEVERAL VARIABLES

Abstract

The aim of this study is to determine the relationships between self-regulated learning skills and attitude towards science, class level and gender of secondary school students. The research was carried out by using a correlational research design. In the sample selection, stratified sampling method was used and 157 secondary school students were studied. “Self-Regulated Learning Scale” and “Attitude towards Science Lesson Scale” were used to collect data. In the analysis of the data, inferential and descriptive statistical techniques were used. As a result, a significant, positive and moderate relationship was found between the students’ attitude scores towards science lesson and self-regulated learning skill scores. In addition, self-regulated learning skill scores differed according to attitude scores, and this difference was found to be in favor of students with high attitudes; while self-regulated learning skill scores did not differ according to the interaction of the class level and gender variables, it was determined that there were differences in favor of female students according to gender variable. In the light of the findings of the research, some suggestions were made.