Maraba, Dilara

Profil fotoğrafı
 E-posta Adresi
dilaramaraba@ihu.edu.tr
YÖK Araştırmacı Profili
6E698C102F6AF4E1
Web Sitesi
akademik.ihu.edu.tr/tr/dilaramaraba

Araştırma projeleri

Organizasyon Birimleri

Organizasyon Birimi Logosu
Organizasyon Birimi
Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
Eğitim Bilimleri Fakültemiz, kuram ve uygulamaların öğretildiği bir yer olmanın ötesinde, fikirlerin yeşerdiği, yeteneklerin geliştiği ve ömür boyu süren arkadaşlıkların kurulduğu dinamik ve çeşitlilik gösteren bir topluluktur.

Adı Soyadı

Dilara Maraba

İlgi Alanları

Kurumdaki Durumu

Aktif Personel

Filtreler

2022 - 20242
Filtreleri Sıfırla

Ayarlar

Konu: Self-Regulated Learning ×

Arama Sonuçları

Listeleniyor 1 - 2 / 2
  • Küçük Resim
    Yayın
    The exploration of academic procrastination from self regulated learning perspective
    (Asclepius Open LLC, 2022) Bulut, Sefa; Maraba, Dilara; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
    Many people have an issue which is delaying or putting tasks off, so they face distress and concomitantly failure in different domains of life. Procrastination is a scientific term that explains the situation, and academic procrastination is the distinct type which is generally attributed to self-regulatory failure that refers to being successful in self-control, self-discipline, emotional regulation and cognitive process, so it is significant to analyze self-regulated learning and its perspectives. In this regard, Zimmerman, Winnie, Hadwin and Pintrinch are prominent scholars, who proposed SRL models that generally follow common phases which are task analysis, performing, monitoring and feedback. Also, intrinsic and extrinsic goal orientation, self-efficacy, the control of beliefs, the fear of failure (test anxiety), cognitive and metacognitive learning abilities are fundamental components of SRL.
  • Küçük Resim
    Yayın
    A technology-enhanced student self-efficacy development program
    (Başakşehir İlçe Milli Eğitim Müdürlüğü, 2024) Bulut, Mehmet Akın; Maraba, Dilara; Kaya, Nurevşah; Gazel, Zeyneb; Katırcı, Ebrar Kevser; Altunel, Elif Tuğba; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
    Educational paradigms have rapidly changed depending on novel facilities and needs relevant to technology-enhanced learning environments. In this regard, Self-regulated learning skills (SRL) are one of the significant skills that are argued to be gained in 21st-century for higher education students. This study explores Self-Regulated Learning skills and self-efficacy within the context of educational workshops, which are designed and developed following the Community of Inquiry (CoI) model, conducted at the Center for Innovative Learning and Teaching, Artificial Intelligence (CILT-AI) at a foundation university. Furthermore, it was grounded in Bandura’s social-cognitive theory, which emphasizes the primary role of self-efficacy in academic achievement, the study seeks to distinguish the design elements and practical strategies essential for developing self-efficacy among students. In this study, a design-based research methodology is followed, and it integrates insights from literature review, expert opinions, and student feedback to design and implement effective training programs. The workshops target not only to develop participants’ academic achievement by leading developed SRL and self-efficacy skills but also to contribute to the broader discourse in educational research. By bridging theory and practice, the study provides actionable insights for educators and researchers to foster self-efficacy involved in self-regulated learning in today’s dynamic technology-enhanced educational realm.