Özet:

The aim of this study is to carry out studies within the scope of adaptation of the Teacher Attitudes Toward Self-Regulated Learning Scale for primary school teachers developed by Steinbach and Stoeger and examine the primary school teachers’ attitudes towards self-regulated learning according to various variables. The study consists of two stages as the adaptation and examination of primary school teachers' attitudes towards self-regulation according to various variables; data were collected from two different samples. Scale adaptation steps were followed in the first stage of the study. In this context, the necessary permits were received by mail from the relevant authors. The exact form of scale translated into Turkish by the researcher under expert refereeing. The prepared form was applied to 401 primary school teachers in the east of Turkey. Confirmatory factor analysis (CFA) was performed with this data. The 28 items, seven-factor structure of the scale was tested. It was determined that model fit indices are acceptable and have a perfect fit level (X2/sd=1.98, RMSEA=.050, CFI=.99, RFI=.98, NFI=.98, IFI=.99, NNFI=.99, SRMR=.028, RMR=.069, GFI=.89 AGFI=.87). At the end of the reliability analyses Cronbach’s alpha coefficient was found .90, Guttman’s value was .91. Correlation values between sub-factors were found to be between .79 and .85. The second stage of the study was carried out in accordance with the general survey model. It was found that primary school teacher’s (n=550) attitudes toward self-regulated learning differs significantly according to some variables.

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