The relationship between encouraging self regulated learning and the contribution to improvement of creative and critical thinking skills

The aim of this research, which has a relational screening model with a quantitative approach, is to investigate the level of encouragement of classroom teachers' self-regulated learning and to determine the relationship between the contribution of these encouragement levels to creative and critical thinking skills in students. The study group consists of 480 volunteer primary school teachers working in schools affiliated to Aydın-Efeler District National Education Directorate. 'The Self-Regulated Learning Encouragement Scale', developed by Ercoşkun and Gündoğdu (2017) 'Contribution of Teacher Behaviors to the Development of Creative Thinking Skills Scale', developed by Yenilmez and Yolcu (2007) and 'Critical Thinking Scale' developed by Semerci (1998) were used to collect data. Frequency, percentage, arithmetic mean, t test, ANOVA, Kruskal-Wallis H test, Mann-Whitney U test, Spearman correlation test and regression tests were used for the analysis of the data. According to the results of the analysis, classroom teachers' self-regulated learning encouragement levels differ significantly according to the type of graduation institution. Besides, the encouragement of students to the development of creative thinking skills differ significantly depending on the professional experience variable. This encouragement differs significantly in the context of the development of critical thinking skills according to the variables of professional experience, the graduated institution and the type of education. In addition, the relationship between the sub-dimensions of self-regulated learning is high and moderate relationship is observed between critical thinking and self-regulatory learning and its sub-dimensions. The relationship between critical thinking and creative thinking is moderate, while the relationship between creative thinking and self-regulated learning and its sub-dimensions is weak. In addition, according to the results of the regression test, self-regulated learning significantly predicts critical thinking. Keywords: Encouraging Self-Regulated Learning, Self Regulation, Creative Thinking, Critical Thinking, Classroom Teachers.