Abstract


THE ONLINE SELF-REGULATION AND MULTIDIMENSIONAL PERCEIVED SOCIAL SUPPORT AS PREDICTIVES OF ATTITUDE TO USE OF DISTANCE EDUCATION ENVIRONMENTS IN TURKISH LANGUAGE TEACHING STUDENTS

Self-regulation is the ability of students to manage their academic skills through their mental skills. Self-regulation is a process of self-direction and self-management rather than a skill or performance. Social support helps to alleviate the effects of negative or stressful life experiences by directly affecting the well-being and mood of individuals. The perception of social support is effective in reducing the effects of the epidemic disease process. In this context, it may be important to determine to what extent online self-regulation skills and perceived multidimensional social support predict the attitude towards the use of distance education environments during the pandemic process, and to reveal the relationship of the concepts. In this study, it was aimed to examine the relationships between the online self-regulation skills of university students studying in the Turkish language teaching department, their social support they perceive as multidimensional, and their attitudes towards the use of distance education environments during the COVID-19 pandemic process. This study was carried out with the relational research design, which is one of the quantitative research designs. The data of the study was selected by snowball sampling technique and 206 Turkish language teaching students participated in the research. Turkish Online Self-Regulation Scale, Multidimensional Perceived Social Support Scale, and Attitude Scale Regarding the Use of Distance Education Environments during the COVID-19 Pandemic Process were used as data collection tools in the study. Considering the epidemic process, it was deemed appropriate to collect the data with Google Forms. Analyzes were made using Jamovi statistical software. Turkish language teaching students' online self-regulation skills, multidimensional perceived social support, and attitudes towards the use of distance education environments do not differ significantly according to gender and grade level. Significant positive relationships were found between students' online self-regulation skills, multidimensional perceived social support, and attitudes towards the use of distance education environments. Online self-regulation skills and multidimensional perceived social support are explained as significant predictors of the attitude towards the use of distance education environments, accounting for 37% of the total variance.



Keywords

Turkish language teaching, self-regulation, social support, distance education, attitude.


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