SELF-REGULATED LEARNING STRATEGIES IMPACT FOURTH-GRADE STUDENTS’ POSITIVE OUTCOMES IN SCIENCE CLASS

For long years, researchers in the field believed that development of self-regulated learning (SRL) behaviors students could only be initiated around middle school years. Nowadays, a growing number research world attempt to challenge this belief by demonstrating SRL and strategies can emerge at an earlier age than expected through proper training eventually affect students’ positive academic outcomes process. The purpose study was examine impact use (SRLS) on fourth-grade self-efficacy, science motivation, worry, achievement primary classroom. A pre-test – post-test control group quasi-experimental design used. participants were 39 from private Istanbul, Turkey. SRLS (goal-setting, planning, note-taking, monitoring self-evaluation) used explicitly taught experimental group. data collected using two self-report questionnaires test. 2x3 Split-plot ANOVA test for analyses. results revealed significantly positively impacted perceived motivation achievement; and, negatively affected their worry. retention tests, however, showed necessity continuous stimulation obtain optimal benefits student outcomes. Keywords: achievement,