Öğrencilerin güdülenmesi ve öğrenme stratejileri: Bilim İnsanı Yetiştirme Programı üzerine bir araştırma

The purpose of this study was to examine the motivational beliefs and learning strategies, with respect to gender and grade level, of academically talented students' enrolled in Scholar Development Program (SDP) within a private school in Ankara, Turkey. A multimethod research was conducted with 149 students from 9th, 10th and 11th grade students. The students were administered an adapted version of Motivated Strategies for Learning Questionnaire (MSLQ-TR) and six teachers were interviewed. The analysis of the data revealed that students enrolled in the program were engaged in learning and developed different strategies in learning. Among the beliefs and strategies, task value, control beliefs for learning and help-seeking were mostly used by all participants. There were significant differences in students' test anxiety, extrinsic goal orientation and effort management as they advanced through the program. Motivational beliefs such as extrinsic goal orientation and task value had a significant difference in favor of female students. Furthermore, they had more test anxiety than male students. The findings also showed that female students surpassed male students in using learning strategies, especially organization and rehearsal constructs. Implications for practice and recommendations regarding these findings are discussed. Key words: Motivational beliefs, learning strategies, self-regulated learning, scholar development program (SDP), gender differences.