Investigation of elementary learners? perceptions on self-regulated learning strategies, self-efficacy and learner autonomy in science and technology course

This study aims at investigating the perceptions of self-regulated learning strategies employed by elementary school second level learners and their perceptions of self-efficacy and learner autonomy with regard to gender and grade level. The model in which these variables predict achievement was also tested.This descriptive study was conducted in the first term of 2010-2011 academic year. The participants of the study are 1286 elementary school students enrolled at schools located in Edirne city center. The data were collected by the instruments: ?Science and Technology Course Scale of Self-Regulated Learning Strategies (STC-SSRLS)? Science and Technology Course Scale of Self-Efficacy (STC-SSE)? and Science and Technology Course Scale of Learner Autonomy (STC-SLA)? which were developed by the researcher. In addition to the data collected by the scales, the learners? final grades of science and technology course in the first term of 2010-2011 academic year were collected.The findings of the study indicated that the most frequently used cognitive learning strategies are organizing strategies and the least frequently used strategies are graphic organizing strategies. The most frequently used resource management strategies are help-seeking strategies, on the other hand the least frequently used ones are time management strategies. The subjects stated that they usually preferred knowledge of cognition and regulation of cognition strategies. In the model which was developed at the end of the study, self-regulation was assumed as a latent variable and it predicted cognitive strategies, knowledge of cognition, regulation of cognition, and resource management strategies significantly. The highest regression coefficient is observed at knowledge of cognition, and regulation of cognition variables.It was found that the learners? self-efficacy and autonomy perceptions were high both at the sub-dimensions and in general. When the variables of the study were compared with the independent variable of gender, it was found that the girls scored significantly higher than boys in all variables except graphic organizing strategies and resource management strategies. When the variables are compared with the independent variable of grade level, it was found that strategy use, self-efficacy and autonomy perceptions decreased significantly.The model developed at the end of the research indicates that perception of self-efficacy predicts the perception of autonomy and these two variables predict self-regulated learning strategies and finally it predicts achievement significantly. It was also observed that the model which was the basis of scale development predicted observed structures significantly as it was in the general model and the highest regression coefficients were in knowledge of cognition and regulation of cognition. There were no significant differences in general model with regard to gender and grade level variables. However, the values of the fit indexes produced for model analysis of girls and seventh grades were slightly better than other models.