Self-regulated learning level and academic achievements of guidance and psychological counselor candidates


ARSLAN H. , USLU B. , AKYOL B., ULUTAŞ M.

III. European Conference on Social and Behavioral Science, Rome, Italy, 4 - 06 February 2014

  • Publication Type: Conference Paper / Summary Text
  • City: Rome
  • Country: Italy

Abstract

The aim of this research is to examine the relationship among academic achievement and self-regulation learning levels of guidance and psychological counselor candidates. The research is a predictive study in the survey model. In the research process, data collection tool consisting of “Self-Regulation Learning Scale” and personal information form was applied to 142 students who study guidance and psychological counseling in Çanakkale Onsekiz Mart University, Çanakkale, Turkey. Besides descriptive statistics like frequencies, percentages, means and standard deviations, Pearson Product Moment Correlation Analysis; to determine the relationship among some personal and family features, self-regulated learning level and academic achievement of guidance and psychological counselor candidates, and Linear Stepwise Regression Analysis; to decide the predictive variables of academic achievement, were operated. As one of the findings, the regression model for academic achievement of guidance and psychological counselor candidates comprises their self-regulated learning, grade and monthly family income levels which are significant predictors. As a result, having better self-regulated learning skills, being in higher grade level and coming from family possessed lower monthly income contribute the improvement of guidance and psychological counselor candidates’ academic achievement much more than other situations. Accordingly, courses in guidance and psychological counseling program at university should be designed for acquiring self-regulated learning skills by guidance and psychological counselor candidates in lower grade levels to increase their academic achievement.