The change of eigth grade students' TEOG success relating to their technology usage and socio demographic of their self-regulation strategies and motivational beliefs as exam predictors

This research aims to determine the predictive power of eighth grade students' self-regulation strategies and motivational belief levels on the transition from Basic Education to Secondary Education (TEOG) achievement score. In addition, the aim of this study is to investigate whether the students' self-regulation strategies and motivational belief sub-dimension scores and TEOG success scores; difference according to gender, age, self-confidence level, education level of father and mother, family income level, Education Informatics Network, educational internet resource and level of social media usage. In this study, "The Motivational Strategies for Learning Questionnaire" developed by Pintrich and De Groot and adapted to Turkish by Uredi (2005) was used. The eighth grade students (N=314) attending four state secondary schools in Amasya in 2016-2017 academic year were reached. Hierarchical regression, t-test, Pearson correlation analysis and variance analysis (ANOVA) were applied to the data. The findings revealed 12% of the total variance related to the TEOG achievement score of the students' self-regulating strategies and motivational belief levels. Thus, it was concluded that self-regulation strategies and motivational belief levels significantly predicted TEOG success scores. In addition, according to the educational level of the mother, the education level of the father, the family income level, the level of self-confidence, the use of EBA, the internet resource for educational purposes, and the level of social media usage, a significant relationship was found between the TEOG achievement score and self-regulation strategies and motivation belief scores of the students. Among these, it was found that the most powerful predictor of TEOG success score was the education level of the father. The following predictors that affect the TEOG success are the self-regulation strategies and self-efficiency and exam anxiety which are the sub-dimensions of the self-efficacy. In other words, it was concluded that the TEOG success rate of the students who had low test anxiety and high self-efficacy were high.