The effect of turkish students’ motivational beliefs on their metacognitive self-regulation in Physics

Abd-El-Fattah., S., M. & Patrick. R. R. (2011). The relationship among achievement motivation orientations, achievement goals, and academic achievement and interest: A multiple mediation analysis. Australian Journal of Educational & Developmental Psychology, 11, 91-110.

Angell C., Guttersrud Ø., Henriksen E.K., & Isnes A. (2004). Physics: frightful, but fun. Pupils’ and teachers’ views of physics and physics teaching. Science Education, 88 (5), 683–706.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H Freeman & Company.

Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Pyschologist, 1(2), 100-112.

Caliskan, I. S. (2003). The effect of inquiry-based chemistry course on students' understanding of atom concept, learning approaches, motivation, self-efficacy, and epistemological beliefs. Unpublished master thesis. MiddleEast Technical University, Ankara.

Cavallo, A. M. L., Rozman, M., & Potter, W. H. (2004). Gender differences in learning constructs, shifts in learning constructs, and their relationship to course achievement in a structured inquiry, yearlong college physic course for life science majors. School Science and Mathematics, 104(6), 288-301.

Coutinho, S. A. (2007). The relationship between goals, metacognition, and academic success. Educate Journal, 7(1), 39-47.

Coutinho, S. (2008). Self-efficacy, metacognition, and performance. North American Journal of Psychology, 10(1), 165–172.

Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 391-409.

Dweck, C. S., & Elliott, E. S. (1983). Achievement motivation. In P. H. Mussen (Gen. Ed.) & E. M. Hetherington (Vol. Ed.), Handbook of child psychology. Socialization, personality, and social development (pp. 643-691). New York: Wiley.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911.

Ford, J. K., Smith, E. M., Weissbein, D. A., Gully, S. M., & Salas, E. (1998). Relationships of goal orientation, metacognitive activity and practice strategies with learning outcomes and transfer. Journal of Applied Psychology, 83(2), 218–233.

Kahraman, N., & Sungur, S. (2011). The Contribution of Motivational Beliefs to Students’ Metacognitive Strategy Use. Education and Science, 36(160), 3-10.

Leopold, C., den Elzen-Rump, V., & Leutner, D. (2007). Self-regulated learning from science texts. In M. Prenzel (Ed.), Studies on the educational quality of schools. The final report on the DFG Priority Programme (pp. 221–238). Waxmann: Münster.

Livingston, J.A. (2003). Metacognition: An overview. ERIC Document Reproduction Service No. ED474 273. Retrieved September 11, 2012, from http://people.ucsc.edu/∼gwells/Files/Courses_Folder/documents/LivingstonMetacognition.pdf

Middlebrooks, A. (1996). Effects of goal orientation on metacognitive activity. Paper presented at the Annual Meeting of the American Educational Research Association. Newyork, 8-12 April.

Midgley, C., Kaplan. A., Middleton, M., Maehr L. M., Urdan T., Anderman, L. H., Anderman, E., & Roeser, R. (1998). The development and validation of scales assessing students’ achievement goal orientations. Contemporary Educational. Psychology, 23(2),113–131.

Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578.

Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Self-Perception (pp. 239-266). London:Ablex Publishing.

Palmer, D. (2011). Sources of efficacy information in an inservice program for elementary teachers. Science Education, 95 (4), 577–600.

Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459–470.

Pintrich, P. R. (2000a). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92–104.

Pintrich, P. R. (2000b). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner, (Eds.), Handbook of self-regulation: Theory, research, and applications (pp. 451-502). San Diego, CA: Academic Press.

Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into practice, 41(4), 219-225.

Pintrich, P., & De Groot, E. (1990). Motivational and selfregulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.

Pintrich, P. R., & Schunk, D. (2002). Motivation in education: Theory, research, and applications (2nd ed.). N.J: Prentice Hall.

Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: National Centre for Research to Improve Postsecondary Teaching and Learning, The University of Michigan.

Schraw, G., & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review, 7(4), 351-371.

Schunk, D. H. (1995). Self-efficacy, motivation, and performance. Journal of Applied Sport Psychology, 7(2), 112-137.

Somuncuoglu, Y., & Yildirim, A. (1999). Relationship between achievement goal orientations and use of learning strategies. Journal of Educational Research, 92(5), 267-277.

Sungur, S. (2004). The implementation of problem-based learning in secondary school biology courses. Unpublished Dissertation, Middle East Technical University, Ankara, Turkey.

Sungur, S. (2007). Modeling the relationships among students’ motivational beliefs, metacognitive strategy use, and effort regulation. Scandinavian Journal of Educational Research, 51(3), 315–326.

Tabachnick, B. G., & Fidell, L. S. (1996). Using multivariate statistics (3rd ed.). New York:HarperCollins.

Üredi, I. ve Üredi, L. (2007). Öğrencilerin Öz-düzenleme Becerilerini Geliştiren Öğrenme Ortamlarının Oluşturulması. Edu7, 2(2).

Veenman, M., Van Hout-Wolters, B., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3-14.

Vrugt, A., & Oort, F. J. (2008). Metacognition, achievement goals, study strategies and academic achievement: Pathways to achievement. Metacognition and Learning, 30(2), 123–146.

Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81.

Winne, P. H. (1997). Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology, 89(3), 397-410.

Wolters C. A. (2004). Advancing achievement goal theory: using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational. Psychology, 96(2), 236–250.

Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp. 1–26). New York: Springer-Verlag.

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.

Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33/em>(2/3), 73–86.

Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.

Zimmerman, B. J., & Schunk, D. (2011). Handbook of selfregulation of learning and performance. New York:Routledge.