Yıl: 2019 Cilt: 33 Sayı: 2 Sayfa Aralığı: 275 - 305 Metin Dili: Türkçe DOI: 10.33308/26674874.2019332129 İndeks Tarihi: 08-06-2020

Öğrenmeyi Öğrenme Üzerine Ev Temelli Aile Katılımı Çalışması

Öz:
Bu eylem araştırması çalışmasının amacı velilerin çocuklarının öğrenmeyi öğrenme becerilerinin geliştirilmesinidesteklemede kullanabilecekleri bir veli eğitimi çalışması gerçekleştirmektir. Sekiz veli ve bu velilerin çocukları araştırmanınkatılımcılarını oluşturmuştur. Araştırma verilerinin toplanmasında öğrenme stilleri envanteri, ders ses kayıtları, alan notları,araştırmacı günlüğü, whatsapp grubu, öğrenci çalışma kağıtları, geçerlik-güvenirlik komitesi toplantı kayıtları ile odak grupgörüşmesi ve yarı yapılandırılmış görüşmeler kullanılmıştır. Elde edilen temel sonuçlar şunlardır: (a) Velilerin veli eğitimiçalışmasına katılımlarında devamlılığın sağlanmasında ve motive olmalarında öğrenme ihtiyaçlarının saptanması ve yüz yüzedersler yanında sosyal ağın da kullanılması etkili olmuştur. (b) Veliler destekleme çalışmalarında genellikle anlamlandırma,yineleme ve örgütleme stratejilerinin kullanımını anlamayı izleme ve duyuşsal stratejilere göre daha kolay gerçekleştirmişlerdir.(c)Veli eğitimi çalışması velilerin çocuklarının öğrenmelerini nasıl destekleyebileceklerini öğrenmelerinde, kendilerini dahayeterli hissetmelerinde ve aile katılımı çalışmalarını yapmaya olan isteklerinin artmasında etkili olmuştur. (d) Veli eğitimiçalışması çocukların akademik başarıları, özgüvenleri, sınıf içi derse katılımları ve öğrenmeye yönelik tutumlarında olumludeğişikliklere neden olmuştur.
Anahtar Kelime:

A Parental Engagement Study on Learning to Learn

Öz:
The aim of this action research study is to realised a parent education study that parents can utilize in order to support the development of children's skills in learning to learn. Eight parents and their children formed the participants of the study. Learning styles inventory, voice recordings of the lessons, field notes, researcher diary, WhatsApp group, student study papers, validity-reliability committee meeting records, focus group and semi-structured interviews were used to collect the research data. The main conclusions are as follows: (a) determining the learning needs and using the social network in addition to face-to-face lessons were effective in ensuring the continuity of parents' participation and their motivation in the family education study. (b) Parents generally used meaningfulness, rehearsal and organization strategies more easily compared to comprehension monitoring and affective strategies. (c) The family education study has helped parents learn how to support their children's learning, feel more competent and increase their willingness to take part in parental engagement. (d) The family education study has led to positive changes in children's academic achievement, self-confidence, active participation and attitudes towards learning.
Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Ashby, N. (2006). Activity-filled family meeting leads to increases in parent involvement, student performance at Maryland school (Viers Mill Elementary School). The Achiever, 5(4), 1-6.
  • Bæck, U.K. (2010) Parental involvement practices in formalized home–school cooperation. Scandinavian Journal of Educational Research, 54(6), 549-563. doi: 10.1080/00313831.2010.522845
  • Baker, C. E. ve Iruka, I. U. (2013). Maternal psychological functioning and children’s school readiness: The mediating role of home environments for African American children. Early Childhood Research Quarterly, 28(3), 509–519. doi:10.1016/j.ecresq.2013.02.004 adresinden erişildi.
  • Becta. (2005). Learning styles: An introduction to the research literature. 10.06.2019 tarihinde http://dera.ioe. ac.uk/14118/1/learning_styles.pdf adresinden erişildi.
  • Bhargava, S. ve Witherspoon, D. P. (2015). Parental involvement across middle and high school: Exploring contributions of individual and neighborhood characteristics. Journal of Youth Adolescence, 44(9), 1702-1719.
  • Biçer, M. (2010). İlköğretim 6, 7 ve 8. sınıf öğrencilerinin sınıf düzeyleri, cinsiyetleri, akademik başarıları ve ders grupları ile öğrenme stilleri arasındaki ilişki (Yayımlanmamış yüksek lisans tezi). Yıldız Teknik Üniversitesi, İstanbul.
  • Bonney, C. R., Cortina, K. S., Smith-Darden, J. P. ve Fiori, K. L. (2008). Understanding strategies in foreign language learning: Are integrative and intrinsic motives distinct predictors? Learning and Individual Differences, 18(1), 1–10.
  • Bozkurt, O. ve Aydoğdu, M. (2009). İlköğretim 6. sınıf fen bilgisi dersinde Dunn ve Dunn öğrenme stili modeline dayalı öğretim ile geleneksel öğretim yöntemlerinin öğrencilerin akademik başarı düzeyleri ve tutumlarına etkisinin karşılaştırılması . İlköğretim Online, 8(3), 741-754.
  • Bräu, K., Harring, M. ve Weyl, C. (2017). Homework practices: Role conflicts concerning parental involvement. Ethnography and Education, 12(1), 64-77.
  • Bridgeland, J. M., DiIulio, J. J., Streeter, R. T., Mason, J. R. ve Civic, E. (2008). One dream, two realities: Perspectives of parents on America’s high schools. Washington, DC: Civic Enterprises.
  • Catalano, H. ve Catalano. C. (2014). The importance of the school-family relationship in the child’s intellectual and social development. Procedia-Social and Behavioral Sciences, 128, 406–414. doi:10.1016/j.sbspro.2014.03.179.
  • Chairatchatakul, A., Jantaburom, P. ve Kanarkard, W. (2012). Using social media to improve a parent-school relationship. International Journal of Information and Education Technology, 2(4), 378-381.
  • Chen, W. ve Gregory, A. (2009). Parental involvement as a protective factor during the transition to high school. The Journal of Educational Research. 103(1), 53-62.
  • Cheung, C. S. ve Pomerantz, E. M. (2011). Parents’ involvement in children’s learning in the United States and China: Implications for children’s academic and emotional adjustment. Child Development, 82(3), 932–950. doi:10.1111/j.1467-8624.2011.01582.x
  • Child Welfare Information Gateway. (2019). Parent education to strengthen families and reduce the risk of maltreatment. Washington, DC: U.S. Department of Health and Human Services, Children’s Bureau. www.childwelfare.gov/pubPDFs/parented.pdf adresinden erişildi.
  • Claxton, G. (2009). Cultivating positive learning dispositions. H. Daniel, H. Lauder ve J. Porter (Ed.), Educational theories, cultures and learning: A critical perspective içinde. Abingdon: Routledge.
  • Collins, C. L. ve Fetsch, R. J. (2012). A review and critique of 16 major parent education programs. Journal of Extension, 50 (4), 1-17.
  • Curtiss, S., Pearson, J., Akamoğlu, Y., Fisher, K., Snodgrass, M., Meyer, L., … Halle, J. W. (2015). Bringing instructional strategies home: Reaching families online. Teaching Exceptional Children, 48(3), 159-167.
  • Çayak, S. (2013). Öğretmen-veli işbirliği ile ilkokul öğrencilerinin sınıf içindeki istenmeyen davranışları arasındaki ilişki. (Yayımlanmamış yüksek lisans tezi). Trakya Üniversitesi, Edirne.
  • Çubukcu, F. (2009). Learner autonomy, self-regulation and metacognition. International Electronic Journal of Elementary Education, 2(1), 53–64.
  • DeSpain, S. N., Conderman, G. ve Gerzel-Short, ,L. (2018). Fostering family engagement in middle and secondary schools. The Clearing House, 91(6), 236-242.
  • DeVito, J.A. (2011). Essentials of Human Communication (7. bs.). London: Pearson.
  • Dunn, R., Honigsfeld, A., Doolan, L.S., Bostrom, L., Russo, K., Schiering, ... Tenedero, H. (2009). Impact of learning-style instructional strategies on students’ achievement and attitudes: Perceptions of educators in diverse institutions. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 82(3), 135-140. doi: 10.3200/TCHS.82.3.135-140.
  • Dunni R. ve Honigsfeld, A. (2013). Learning styles: What we know and what we need. The Educational Forum, 77, 225-232. doi: 10.1080/00131725.2013.765328
  • Durukan, E. (2013). Türkçe öğretmen adaylarının öğrenme stilleri ve öğrenme stratejileri arasındaki ilişki. Turkish Studies, 8(1), 1307-1319.
  • Edwards, R. ve Gillies, V. (2011). Consumers, commonplace or pioneers? Navigating the contemporary class politics of family, parenting skills and education. Ethics and Education, 6(2), 141-154.
  • Erdoğan, Ç. ve Demirkasımoğlu, N. (2010). Ailelerin eğitim sürecine katılımına ilişkin öğretmen ve yönetici görüşleri. Educational Administration: Theory and Practice, 16(3), 399-431.
  • Evin Gencel, İ. ve Köse, A. (2011). Relationship between the prospective science teachers learning styles, learning and study strategies and self-efficacy beliefs in science teaching. Journal of Theory Practice in Education, 7(2), 311-333.
  • Fan, X. ve Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22. doi:10.1023/A:1009048817385.
  • Fredriksson, U. ve Hoskins, B. (2006). The Pilot Project on Learning to Learn. U. Fredriksson, B. Hoskins, P. Adey, L. Chisholm, B. Csapó, L. S. Grønmo, G. Jedeskog, ve A. Demetriou (Ed). , Learning to Learn Network Meeting Report içinde (s. 27-29), 10 Haziran 2019 tarihinde http://crell.jrc.ec.europa.eu/ download/Conferences/L2Lnw1.pdf erişildi.
  • Froiland, J. M. ve Davison, M. L. (2014). Parental expectations and school relationships as contributors to adolescents’ positive outcomes. Social Psychology of Education, 17(1), 1–17. doi: 10. 1007/s11218-013-9237-3
  • Garcia, V. T., Fernandez, B. G. ve Ruiz-Gallardo, J. R. (2018). Home-based family involvement and academic achievement: a case study in primary education. Educational Studies, 44(3), 361-375.
  • Garst, B. A. ve McCawley, P. F. (2015). Solving problems, ensuring relevance, and facilitating change: The evolution of needs assessment within cooperative extension. Journal of Human Sciences and Extension, 3(2), 26–47.
  • Gettinger, M. ve Walter, M. J. (2012). Classroom strategies to enhance academic engaged time. In S. L. Christenson, A. L. Reschly ve C. Wylie (Ed.), Handbook of research on student engagement içinde (ss. 653-673). New York, NY: Springer.
  • Gillies, V. (2007). Marginalised mothers: Exploring working class experiences of parenting. London: Routledge.
  • Gonzalez-DeHass, A. R. ve Willems, P. P. (2016). Nurturing self-regulated learners: teacher, peer, and parental support of strategy instruction. The Educational Forum, 80(3), 294-309. doi: 10.1080/00131725.2016.1173751
  • Goodall, J. (2018). Learning-centered parental engagement: Freire reimagined. Educational Review. 70(5), 603- 621.
  • Goodall, J. ve Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational Review, 66 (4), 399-410.
  • Göktürk, S. ve Dinçkal, S. (2018). Effective parental involvement in education: experiences and perceptions of Turkish teachers from private schools. Teachers and Teaching, 24(2). 183-201.
  • Green, C.L., Walker, J.M.T, Hoover-Dempsey, K.V. ve Sandler, H.M. (2007). Parents’ motivations for involvement in children’s education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99(3), 532-544.
  • Grønmo, L. S. (2006). Learning (How) to Learn. U. Fredriksson, B. Hoskins, P. Adey, L. Chisholm, B. Csapó, L. S. Grønmo, G. Jedeskog, ve A. Demetriou (Ed). , Learning to Learn Network Meeting Report içinde (s. 27- 29), 10 Haziran 2019 tarihinde http://crell.jrc.ec.europa.eu/ download/Conferences/L2Lnw1.pdf erişildi.
  • Gubbins, V. ve Otero, G. (2018). Determinants of parental involvement in primary school: Evidence from Chile. Educational Review, doi: 10.1080/00131911.2018.1487386
  • Güven, M. (2004). Öğrenme stilleri ile öğrenme stratejileri arasındaki ilişki. Eskişehir: Anadolu Üniversitesi Yayınları.
  • Habok, A. (2015). Learning to learn in years 1 and 2 of Hungarian primary schools. Education, 43(2), 653–673. doi: 10.1080/03004279.2013.783875
  • Hester, H. (1989). Start at home to improve home-school relations. NASSP Bulletin, 73(513), 23–27.
  • Hill, N. E. ve Chao, R. K. (2009). Families, schools, and the adolescent: Connecting research, policy, and practice. New York: Teachers College Press.
  • Hill, N. E. ve Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–63. doi:10.1037/a0015362
  • Hill, N. E., Whiterspoon, D. P. ve Bartz, D. (2018). Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and student. The Journal of Educational Research, 111(1), 12-27.
  • Hoover-Dempsey, K. V. ve Sandler, H. M. (1995). Parental involvement in children’s education: Why does it make a difference? Teachers College Records, 97(2), 310–331.
  • Hoover-Dempsey, K., Walker, J., Sandler, H., Whetsel, D., Green, C., Wilkins, A. ve Closson, K. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106 (2), 105–130. doi:10.1086/499194.
  • Horino, M. ve Ichikawa, S. (1997). Learning motives and strategies in high- school students’ English learning. Japanese Journal of Educational Psychology, 45(2), 140–147.
  • Hornby, G. (2011). Parental Involvement in Childhood Education: Building Effective School-Family Partnerships. New York: Springer.
  • Hornby, G. ve Blackwell, I. (2018). Barriers to parental involvement in education: An update. Educational Review, 70(1), 109-119.
  • Hornby, G. ve Lafaele, R., 2011. Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52.
  • Jahanbakhsh, R. (2012). Learning styles and academic achievement: A case study of Iranian high school girl's students. Procedia-Social and Behavioral Sciences, 51, 1030-1034.
  • Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42(1), 82–110.
  • Jeynes, W. H. (2014). Parental involvement that works...Because it’s age-appropriate. Kappa Delta Pi Record, 50(2), 85-88. doi: 10.1080/00228958.2014.900852
  • Jeynes, W. H. (2018). A practical model for school leaders to encourage parental involvement and parental engagement. School Leadership ve Management, 38(2), 147-163. doi: 10.1080/13632434.2018.1434767
  • Jezierski, S. ve Wall, G. (2017). Changing understandings and expectations of parental involvement in education. Gender and Education. 31(7), 811-826. doi: 10.1080/09540253.2017.1332340
  • Jodl, K.M., Michael, A., Malanchuk, O., Eccles, J.S. ve Sameroff, A. (2001). Parents’ roles in shaping early adolescents’ occupational aspirations. Child Development, 72 (4), 1247-1265.
  • Johnson, A. P. (2005). A Short Guide to Action Research (2. bs). Boston: Pearson / Allyn and Bacon.
  • Kanadlı, S. (2016). A meta-analysis on the effect of ınstructional designs based on the learning styles models on academic achievement, attitude and retention. Educational Sciences: Theory and Practice, 16(6), 2057-2086.
  • Keating, D. P. (2004). Cognitive and brain development. R. M. Lerner ve L. Steinberg (Ed.), Handbook of adolescent psychology (2. bs.) içinde (s. 45–84). Hoboken, NJ: Wiley.
  • Keijsers, L. (2018). The development of parental monitoring during adolescence: A meta-analysis. European Journal of Developmental Psychology 16 (5), 552-580. doi:10.1080/17405629.2018.1476233
  • Keith, T. Z., Keith, P. B., Kimberly, J. Q., Sperduto, J., Santillo, S., ve Killings, S. (1998). Longitudinal effects of parent involvement on high school grades: similarıties and differences across gender and ethnic groups. Journal of School Psychology, 36(3), 335-363.
  • Kigobe, J., Ghesquiere, P., Ng’Umbi, M. ve Leeuwen, K. V. (2018). Parental involvement in educational activities in Tanzania: understanding motivational factors. Educational Studies. 45(5), 613-632.
  • Kim, S. W. ve Hill, N. E. (2015). Including fathers in the picture: A meta- analysis of parental involvement and students’ academic achievement. Journal of Educational Psychology, 107(4), 919–934.
  • Kreider, H., Caspe, M., Kennedy, S., ve Weiss, H. (2007). Family involvement in middle and high school students’ education. 20 Haziran 2019 tarihinde http://www.hfrp.org/publications-resources/publicationsseries/familyinvolvement-makes-a-difference/family-involvement-in-middle-and-high-schoolstudents education adresinden erişildi.
  • Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Berkeley, CA: University of California Press.
  • Lauria, J. (2010). Differentiation through learning-style responsive strategies. Kappa Delta Pi Record, 47 (1), 24- 29. doi: 10.1080/00228958.2010.10516556
  • Lawson, M. A. (2003). School-family relations in context: Parent and teacher perceptions of parent involvement. Urban Education, 38 (1), 77-133.
  • Lerner, R. M. ve Steinberg, L. D. (2009). Individual bases of adolescent development R. M. Lerner, ve L. D. Steinberg (Ed.), Handbook of adolescent psychology içinde (s.3-14). Hoboken, NJ: Wiley.
  • Li, H. ve He, Q. (2016). Ambiguity tolerance and perceptual learning styles of Chinese EFL learners. English Language Teaching, 9(6), 213-222.
  • Lionetti, F., Palladino, B. E., Passini, C. M., Casonato, M., Hamzallari, O., Ranta, M., … ve Keijsers, L. (2018). The development of parental monitoring during adolescence: A meta-analysis. European Journal of Developmental Psychology, 16(5), 1-29.
  • Matejevic, M., Jovanovic, D. ve Jovanovic, M. (2014). Parenting style, involvement of parents in school activities and adolescents’ academic achievement. Procedia - Social and Behavioral Sciences, 128, 288–293. doi:10.1016/j.sbspro.2014.03.158
  • McGill, R. K., Hughes, D., Alicea, S. ve Way, N. (2012). Academic adjustment across middle school: The role of public regard and parenting. Developmental Psychology, 48 (4), 1003-1018. doi: 10.1037/a0026006.
  • Mertler, C. A. (2006). Action Research: Teachers as Researchers in the Classroom. UK: Sage Publications.
  • Miles, M. B. ve Huberman, A. M. (1994). Qualitative Data Analysis (2. bs.). Thousand Oaks, CA: Sage Publications.
  • Mills, G. E. (2003). Action research: A guide for the teacher researcher (2. bs.). New Jersey: Merrill Prentice Hall
  • Moreno, A. ve E. Martin (2007). The Development of Learning to Learn in Spain. The Curriculum Journal, 18(2), 175–193.
  • Moroni, S., Dumont, H., Trautwein, U., Niggli, A. ve Baeriswyl, F. (2015). The need to distinguish between quantity and quality in research on parental involvement: The example of parental help with homework. The Journal of Educational Research, 108(5), 417-431. doi: 10.1080/00220671.2014.901283
  • Murayama, K. (2003). Learning strategy use and short- and long-term perceived utility. Japanese Journal of Educational Psychology, 51, 130– 140.
  • Noel, A., Stark, P. ve Redford, J. (2016). Parent and family involvement in education. 18 Haziran 2019 tarihinde http://nces.ed.gov/pubsearch adresinden erişildi.
  • Olmstead, C. (2013). Using technology to increase parent involvement in schools. TechTrends, 57 (6), 28-37.
  • Özgan, H. ve Aydın, Z. (2010). Okul-aile işbirliğine ilişkin yönetici, öğretmen ve veli görüşleri. E-Journal of New World Sciences Academy, 5(3), 1169-1189.
  • Park, S. ve Holloway, S. D. (2013). No parent left behind: Predicting parental involvement in adolescents’ education within a sociodemographically diverse population. The Journal of Educational Research, 106(2), 105–119.
  • Patall, E. A., Cooper, H. ve Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78(4), 1039–1101. doi:10.3102/0034654308325185
  • Pino-Pasternak, D. ve Whitebread, D. (2010). The role of parenting in children’s self-regulated learning. Educational Research Review, 5(3), 220–242. doi:10.1016/j.edurev.2010.07.001
  • Porsuk, A. ve Kunt, M. (2012). Denizli merkez ilköğretim okullarındaki okul aile ilişkilerinde karşılaşılan sorunlar üzerine yönetici görüşleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 31, 203-218.
  • Rao, Z. (2002). A close look at the Chinese cultural influence on students’ learning styles and strategies. Asian Englishes, 5(1), 40-63. doi: 10.1080/13488678.2002.10801088
  • Robledo, P. ve J. N. García. (2006). Psychological Factors of Parents of Students with Learning Difficulties: Revision of Empirical Studies. J. D. U. Arciniega ve P. M. Gonzalez (Ed.), Necesidades Educativas Especiales, Contextos Desfavorecidos y Apoyo Social içinde (s.225–235). Badajoz: Psicoex.
  • Rogers, M. A., Theule, J., Ryan, B.A., Adams, G. R. ve Keating, L. (2009). Parental involvement and children’s school achievement. Canadian Journal of School Psychology, 24(1), 34-57.
  • Sadi, O. ve Uyar, M. (2013). The relationship between self-efficacy, self-regulated learning strategies and achievement: A path model. Journal of Baltic Science Education, 12(1), 21–33.
  • Saks, K. ve Leijen, A. (2018). The effeciency of prompts when supporting learner use of cognitive and metacognitive strategies. Computer Assisted Language. 32(1-2), 1-16. doi: https://doi.org/10.1080/09588221.2018.1459729
  • Sato, J. (1998). Effects of learner’s perception of utility and costs, and learning strategy preferences. Japanese Journal of Educational Psychology, 46(4), 367–376.
  • Schunk, D. H. ve Zimmerman, B. J. (2008). Motivation and self-regulated learning: Theory, research, and applications. New York, NY: Lawrence Erlbaum Associates.
  • Sha, L., Looi, C.-K., Chen, W., Sewo, P. ve Wong, L.-H. (2012). Recognizing and measuring self-regulated learning in a mobile learning environment. Computers in Human Behavior, 28(2), 718–728. doi:10.1016/j.chb.2011.11.019
  • Sheldon, S. B. (2007). Improving student attendance with school, family, and community partnerships. The Journal of Educational Research, 100(5), 267-275.
  • Shinogaya, K. (2017). Motives, beliefs, and perceptions among learners affect preparatory learning strategies. The journal of Educational Research, 111(5), 612-619.
  • Smetana, J. G. (2011). Adolescents, families and social development: How teens construct their worlds. New York, NY: Wiley-Blackwell.
  • Soenens, B. ve Vansteenkiste, M. (2005). Antecedents and outcomes of self-determination in 3 life domains: The role of parents’ and teachers’ autonomy support. Journal of Youth and Adolescence, 34(6), 589–604. doi:10.1007/s10964-005-8948-y
  • Spera, C. (2005). A review of the relationship among parenting practices, parenting styles, and adolescent school achievement. Educational Psychology Review, 17(2), 125-146
  • Stanley, J. L., Vaterlaus, M., Tulane, S. ve Beckert, T. E. (2017). A place for technology in parent education: An exploratory study of parent perceptions. Marriage & Family Review, 53(8), 811-825.
  • Starr, L. (2011). A dozen activities to promote parent involvement. 18 Ocak 2019 tarihinde https://www.educationworld.com/a_curr/curr200.shtml adresinden erişildi.
  • Şad, N. (2012). Investigation of parental involvement tasks as predictors of primary students’ Turkish, math and science & technology achievement. Eğitim Araştırmaları, 48, 173-196.
  • Thomas, V., Muls, J., Backer, F. ve Lombaerts, K. (2019). Exploring self-regulated learning during middle school: views of parents and students on parents’ educational support at home. Journal of Family Studies. 1-19. doi:10.1080/13229400.2018.1562359.
  • Waeytens, K., Lens, W. ve Vandenberghe, R. (2002). Learning to Learn: Teachers’ conceptions of their supporting role. Learning and Instruction, 12(4), 305–322.
  • Walker, J. M. T., Ice, C. L., Hoover-Dempsey, K. V. ve Sandler, H.M. (2011). Latino parents motivations for involvement in their children’s schooling: An exploratory study. The Elementary School Journal, 111(3), 409– 429. doi:10.1086/657653.
  • Wall, K. (2012). It wasn’t too easy, which is good if you want to learn: an exploration of pupil participation and learning to learn. Curriculum Journal, 23(3), 283-305. doi: 10.1080/09585176.2012.703442
  • Wang, M. ve Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22(1), 31– 39. doi:10.1111/j.1532-7795.2011. 00753.x.
  • Wang, M. ve Sheikh-Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610–625. doi:10.1111/cdev.12153
  • Weinstein, C. ve Mayer, R. (1986) The Teaching of Learning Strategies. M. Wittrock (Ed.), Handbook of Research on Teaching içinde (s. 315-327). New York: Macmillan.
  • Wilder Research. (2016). The benefits of parenting education: A review of the literature for the Wilder Parent Education Center. 20 Haziran 2019 tarihinde https://www.wilder.org/wilder-research/research-library/ benefitsparenting-education-review-literature-wilder- parent adresinden erişildi.
  • Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-sythesis. Educational Review, 66(3), 377-397.
  • Williams, K., Swift, J., Williams, H. ve Van Daal, V. (2017) Raising children’s self-efficacy through parental involvement in homework, Educational Research, 59(3), 316-334. doi: 10.1080/00131881.2017.1344558
  • Williams, T.T. ve Sánchez, B. (2013). Identifying and decreasing barriers to parent involvement for inner-city parents. Youth & Society, 45(1), 54–74.
  • Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self- regulated learning. Educational Psychologist, 38(4), 189–205. doi:10.1207/S15326985EP3804_1
  • Yazıcı, E. (2004). Öğrenme stilleri ile ilköğretimde beşinci sınıf matematik dersindeki başarı arasındaki ilişki. (Yayınlanmamş yüksek lisans tezi). Selçuk Üniversitesi, Konya.
  • Yılmaz, D. (2011). Öğrenme stratejilerinin öğreme stilleri ve bazı değişkenler açısından incelenmesi. (Yayınlanmamış yüksek lisans tezi). Selçuk Üniversitesi, Konya.
  • Zimmerman, B. J., Bonner, S. ve Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to selfefficacy. Washington, DC: American Psychological Association.
APA Gündüz G (2019). Öğrenmeyi Öğrenme Üzerine Ev Temelli Aile Katılımı Çalışması. , 275 - 305. 10.33308/26674874.2019332129
Chicago Gündüz Gülten Feryal Öğrenmeyi Öğrenme Üzerine Ev Temelli Aile Katılımı Çalışması. (2019): 275 - 305. 10.33308/26674874.2019332129
MLA Gündüz Gülten Feryal Öğrenmeyi Öğrenme Üzerine Ev Temelli Aile Katılımı Çalışması. , 2019, ss.275 - 305. 10.33308/26674874.2019332129
AMA Gündüz G Öğrenmeyi Öğrenme Üzerine Ev Temelli Aile Katılımı Çalışması. . 2019; 275 - 305. 10.33308/26674874.2019332129
Vancouver Gündüz G Öğrenmeyi Öğrenme Üzerine Ev Temelli Aile Katılımı Çalışması. . 2019; 275 - 305. 10.33308/26674874.2019332129
IEEE Gündüz G "Öğrenmeyi Öğrenme Üzerine Ev Temelli Aile Katılımı Çalışması." , ss.275 - 305, 2019. 10.33308/26674874.2019332129
ISNAD Gündüz, Gülten Feryal. "Öğrenmeyi Öğrenme Üzerine Ev Temelli Aile Katılımı Çalışması". (2019), 275-305. https://doi.org/10.33308/26674874.2019332129
APA Gündüz G (2019). Öğrenmeyi Öğrenme Üzerine Ev Temelli Aile Katılımı Çalışması. Yaşadıkça Eğitim Dergisi, 33(2), 275 - 305. 10.33308/26674874.2019332129
Chicago Gündüz Gülten Feryal Öğrenmeyi Öğrenme Üzerine Ev Temelli Aile Katılımı Çalışması. Yaşadıkça Eğitim Dergisi 33, no.2 (2019): 275 - 305. 10.33308/26674874.2019332129
MLA Gündüz Gülten Feryal Öğrenmeyi Öğrenme Üzerine Ev Temelli Aile Katılımı Çalışması. Yaşadıkça Eğitim Dergisi, vol.33, no.2, 2019, ss.275 - 305. 10.33308/26674874.2019332129
AMA Gündüz G Öğrenmeyi Öğrenme Üzerine Ev Temelli Aile Katılımı Çalışması. Yaşadıkça Eğitim Dergisi. 2019; 33(2): 275 - 305. 10.33308/26674874.2019332129
Vancouver Gündüz G Öğrenmeyi Öğrenme Üzerine Ev Temelli Aile Katılımı Çalışması. Yaşadıkça Eğitim Dergisi. 2019; 33(2): 275 - 305. 10.33308/26674874.2019332129
IEEE Gündüz G "Öğrenmeyi Öğrenme Üzerine Ev Temelli Aile Katılımı Çalışması." Yaşadıkça Eğitim Dergisi, 33, ss.275 - 305, 2019. 10.33308/26674874.2019332129
ISNAD Gündüz, Gülten Feryal. "Öğrenmeyi Öğrenme Üzerine Ev Temelli Aile Katılımı Çalışması". Yaşadıkça Eğitim Dergisi 33/2 (2019), 275-305. https://doi.org/10.33308/26674874.2019332129