The Effect of Self-Regulated Learning on Success During Distance Education

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Number of pages: 1577-1589
Year-Number: 2021-Volume 13, Issue 5

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Abstract

The aim of this study is to determine the self-regulated learning skills of primary school students in the distance education process of the Covid-19 pandemic, according to some variables. In this study, relational scanning, one of the quantitative research methods, was used. 240 students were randomly selected by cluster sampling method. It was observed that the students' academic success in distance education is mostly respectively by success of students in face-to-face education, level of self-regulated learning, adequacy of communication tools and infrastructure used in distance education. It was observed that attitudes of students towards the distance education process is affected respectively by adequacy of communication tools and infrastructure used in distance education, the participation of the family in the process, the number of daily lessons in distance education. In the study, it was observed that the most important factor predicting success in distance education was success in face-to-face education and then self-regulated learning, while the effect of other variables was quite low.

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