Investigation of the Relationship between Study Approaches and Self-regulated Learning Skills of Teacher Candidates

AbstractThis study aims the investigating the relationship between study process and their self-regulated learning skills of teacher candidates. This research is designed as relational scanning model. In the study, 2 scales are used as tool of data collection: Self-regulating Learning skills (SRLS) Scale, developed by Turan (2009), Study Process Questionnaire (SPQ) revised by Biggs, Kember & Leung (2001), adapted in Turkish by Yılmaz & Orhan (2011a). 272 Teacher candidates from Turkish, Science, social studies, elementary school, mathematics, psychological counseling-guidance education forms the sample of the study. In order to analyze the data, SPSS 16.00, ANOVA, independent t-test, Pearson correlation coefficient techniques are used. At the end of the study, between SRLS scale with profound approach factor of SPQ has a positive relation and with superficial approach factor of SPQ has a negative relation. The significant differences weren’t found between the graduated secondary schools with scales; but according to gender and to the department, significant differences were found between SRLS scale with superficial approach factor of SPQ