The effects of self-regulation skills on TEOG exam

The principal aim of existing research is to find out in what extend the self-regulation skills predictthe results of TEOG exam which has been held for the first time this year and to analyze whether the results of TEOG exam range according to gender, state of attending the cram school and socio-economic status of the students. Relational search model has been carried out in existing research and the working group has been consisted of 213 girls , 199 boys in all 412 eight grade students of 75. Yıl Secondary School in Güngören, İstanbul. At this research, personal information form and for self-regulation skills "The Motivational Strategies for Learning Questionnaire" which was formed by Pintrich and De Groot (1990) and adapted to Turkish by Üredi (2005) were used as data collection tools. The results of TEOG exam which was held in the first term of 2013-2014 academic year was based to identify the students‟ academic success. Multiple regression analysis, t-test in independent groups and anova test were used in analysis of datas. According to the findings obtained in this study, it has been emerged that self-efficacy and anxiety variables which are sub-dimensions of motivations scale that measures self-regulation skills have influence to predict the TEOG examand it reveals that using cognitive strategy rank safter self-efficacy and anxiety to effect the success of TEOG exam, self-regulation and intrinsic valu edimensions don‟t have influence to predict the TEOG exam. When achievement points of TEOG has been analyzed by gender, it has been seen that girls are more successful than boys in Turkish, Foreign Language and Religion lessons and that there isn‟t dramatic difference in TEOG success acording to genders in Maths, Science and Revolution Historyand Kemalism lessons. When all lessons are taken into consediration in TEOG exam, students who have been attending the cram school are more successful in TEOG exam than the ones who haven‟t been attending the cram school. It has been come to the conclusion that there is dramatic difference in students‟s TEOG success according to socio-economic statusand that this difference is in favour of the success of students who have middle soico-economic level. Key Words: TEOG, self-regulation, self-efficacy, anxiety, cognitive strategy, gender, cram school, socio-economic status.