- Başkale, H. (2016). Nitel araştırmalarda geçerlik, güvenirlik ve örneklem büyüklüğünün belirlenmesi. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 9(1). [Google Scholar]
- Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European psychologist, 1(2), 100. [Google Scholar]
- Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches: Sage publications. [Google Scholar]
- Demir, M. K., & Budak, H. (2016). İlkokul Dördüncü Sinif Öğrencİlerİnİn Öz Düzenleme, Motİvasyon, Bİlİş Üstü Becerİlerİ İle Matematİk Dersİ Başarilarinin Arasindakİ İlişki. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 41, 30-41. [Google Scholar]
- Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., & Schroeter, K. (2003). Enhancing third-grade student's mathematical problem solving with self-regulated learning strategies. Journal of Educational Psychology, 95(2), 306. [Google Scholar]
- Kaya, D. (2019). Yedinci Sınıf Öğrencilerinin Matematik Başarılarının Yordanması: Motivasyon, Öz-Düzenleyici Öğrenme Stratejileri ve Üst Bilişsel Farkındalığın Rolü. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 38(1), 1-18. [Google Scholar]
- McCardle, L., Webster, E. A., Haffey, A., & Hadwin, A. F. (2017). Examining students’ self-set goals for self-regulated learning: Goal properties and patterns. Studies in Higher Education, 42(11), 2153-2169. [Google Scholar]
- Merriam, S. B. (2009). Qualitative Research. San Francisco, CA: Jossey Bass. [Google Scholar]
- Özçakir Sümen, Ö., & Çalışıcı, H. (2017). Sekizinci Sınıf Öğrencilerinin Özdüzenleme Stratejileri ve Motivasyonlarının Matematik Başarıları Üzerindeki Yordayıcı Etkileri. Dicle University Journal of Ziya Gokalp Education Faculty(30). [Google Scholar]
- Pape, S. J., & Wang, C. (2003). Middle school children's strategic behavior: Classification and relation to academic achievement and mathematical problem solving. Instructional Science, 31(6), 419-449. [Google Scholar]
- Patton, M. Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oaks, CA: Sage. [Google Scholar]
- Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502): Elsevier. [Google Scholar]
- Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational psychology review, 16(4), 385-407. [Google Scholar]
- Sakız, G., & Yetkin-Özdemir, İ. E. (2014). Özdüzenleme: öğrenmeden öğretime özdüzenleme davranışlarının gelişimi, stratejiler ve öneriler: Nobel. [Google Scholar]
- Stake, R. E. (2000). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (2nd ed., pp. 435-454). Thousand Oaks, California: Sage Publications. [Google Scholar]
- Turan, S., Demirel, Ö., & Sayek, İ. (2009). Metacognitive awareness and self-regulated learning skills of medical students in different medical curricula. Medical teacher, 31(10), e477-e483. [Google Scholar]
- Üredi, I., & Üredi, L. (2005). İlköğretim 8. sınıf öğrencilerinin öz-düzenleme stratejileri ve motivasyonel inançlarının matematik başarısını yordama gücü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2). [Google Scholar]
- Villavicencio, F. T., & Bernardo, A. B. (2013). Positive academic emotions moderate the relationship between self‐regulation and academic achievement. British Journal of Educational Psychology, 83(2), 329-340. [Google Scholar]
- Winne, P. H., & Hadwin, A. F. (1998). Studying as Self-regulated Learning (D. J. Hacker, J. Dunlosky, & A. C. Graesser Eds. Metacognition in educational theory and practice ed.). Mahwah, NJ: Lawrence Erlbaum Associates.: Routledge. [Google Scholar]
- Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, California: Sage Publications. [Google Scholar]
- Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary educational psychology, 11(4), 307-313. [Google Scholar]
- Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329. [Google Scholar]
- Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. Self-regulation of learning and performance: Issues and educational applications, 1, 33-21. [Google Scholar]
- Zimmerman, B. J. (1998). Academic studing and the development of personal skill: A self-regulatory perspective. Educational psychologist, 33(2-3), 73-86. [Google Scholar]
- Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M.Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). London: Elsevier Academic Press. [Google Scholar]
- Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676. [Google Scholar]
- Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American educational research journal, 23(4), 614-628. [Google Scholar]
- Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives: Routledge. [Google Scholar]
|