Abstract:

Abstract This research aimed to investigate the relationship between pre-service teachers’ online assignments, academic success, and self-regulation skills. In this study, the correlational research design was used. The research was conducted with 124 pre-service teachers studying in different departments of Elementary Mathematics, Turkish, and Social Studies Teaching at Gaziantep University in the 2020-2021 academic year.  Three extreme values were determined and the answers of a total of 121 pre-service teachers were used as data. The scale for assignment effort, the scale for reflective thinking ability and the assignment evaluation rubric were used as data collection tools. As the result of the research, it is seen that pre-service teachers’ online assignment scores and average academic levels are high. When the assignment qualities of the pre-service teachers, their reflective abilities on teaching, assignment effort and academic success were examined in terms of department variable, the departments with the highest average academic success and reflexivity sub-dimension score were elementary school mathematics teaching, Turkish language teaching and social studies teaching respectively. It was also found that the assignment qualities of the pre-service teachers predict the academic success and assignment effort in a positive direction.

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