Muhammet Hakan Mayda, Serhat Erail, Emre Karaduman


In this study, it was aimed to examine the self-regulated learning skills used by sports science faculty students in online learning environments according to some variables. The universe of the study consists of undergraduate students who continue their education in the field of sports sciences, and the sample consists of 209 volunteer students who were selected by the random sampling method in the 2020-2021 academic year at Ondokuz Mayıs University Yaşar Doğu Faculty of Sport Sciences. It was used personal information form and Jansen et al. (2017) “The Self-Regulated Online Learning Questionnaire” (SOL-Q) scale, adapted to Turkish by Yavuzalp and Özdemir (2020) as data collection tool. In the statistical analysis of the data, the independent samples t test and one-way analysis of variance (ANOVA) tests were used to determine the difference between groups. When the comparison was made according to gender, significant difference was observed in the sub-dimensions of Metacognitive Skills, Environmental Structuring, Persistence, Help Seeking and the total scale (p<0.05). On the other hand, time management sub-dimension did not differ significantly (p>0.05). There was no significant difference in self-regulated online learning according to the variable of the education department (p>0.05). As a result, while the self-regulated learning skills used by sports science students in online learning environments differ according to the gender variable, they are similar to the variables of the department they study and the type of high school they graduate. It is recommended to carry out such studies to graduate level sports science students, with studies involving more sports science students and examining different variables.

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DOI: http://dx.doi.org/10.46827/ejes.v7i11.3496


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