Research Article
The Relationship Between High School Students' Perceived Self-Regulation Skills and Mobile Technology Acceptance Levels in Mathematics Learning
Abstract
With the widespread use of mobile technology in education, individual learning came to the fore, which required the student to organize his/her work in the best way, that is, to develop self-regulation skills. This study examined the relationship between high school students' perceived self-regulation skills and mobile technology acceptance levels in mathematics learning. In addition, the study also examined students' self-regulation skills and mobile technology acceptance levels in mathematics learning in terms of gender, grade level and academic achievement averages. The research included students studying at a high school determined by the appropriate sampling method and evaluated the data of 752 students. The study used Student Information Form, Perceived Self-Regulation Scale and Mobile Technology Acceptance Scale in Mathematics Learning as data collection tools. The study also employed descriptive and relational screening methods. According to the research, a low positive correlation existed between high school students' perceived self-regulation skills and their mobile technology acceptance levels for learning mathematics. In addition, the perceived self-regulation skills of the students were above the average; and their mobile technology acceptance levels in learning mathematics were close to the average.
Keywords
High school students mathematics mobile learning mobile technology acceptance self-regulation
References
- Açıkgül, K., & Şad, S. (2020). Mobile technology acceptance scale for learning mathematics: development, validity, and reliability studies. International Review of Research in Open and Distributed Learning, 21(4), 161–180. https://doi.org/10.19173/irrodl.v21i4.4834
- Açıkgül, K., & Şad, S. N. (2021). High school students’ acceptance and use of mobile technology in learning mathematics. Education and Information Technologies, 1–21. https://doi.org/10.1007/s10639-021-10466-7
- Aksoy, A. B., & Yaralı, K. T. (2017). An analysis of children's self regulations and play skills according to gender. Trakya Journal of Education, 7(2), 442–455. https://doi.org/10.24315/trkefd.304124
- Aktan, S. (2012). Relationship between the academic success, self-regulating learning skills, and motivations of 5th grade students and teaching styles of teachers (Publication No. 311843) [Doctoral dissertation, Balıkesir University]. Council of Higher Education Thesis Center.
- Arslan, S., & Gelişli, Y. (2015). Development of perceived self-regulation scale: Validity. Sakarya University Journal of Education, 5(3), 67–74. https://doi.org/10.19126/suje.07146
- Aydın, S., & Atalay, D. (2015). Öz düzenlemeli öğrenme (2. baskı). Pegem.
- Baysal, A., & Özgenel, M. (2019). Investigation of the relationship between secondary school students’ attachment styles and self regulation levels. Journal of Theory and Practice in Education, 15(2), 142–152. https://doi.org/10.17244/eku.507650
- Baysal, E. (2010). Nurses self-efficacy beliefs and job satisfaction relationship: A field study at the University Hospital (Publication No. 277911) [Master’s thesis, İstanbul University]. Council of Higher Education Thesis Center.
- Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31(6), 445–457. https://doi.org/10.1016/S0883-0355(99)00014-2
- Borba, M. C., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S., & Aguilar, M. S. (2016). Blended learning, e-learning and mobile learning in mathematics education. ZDM, 48(5), 589–610. https://doi.org/10.1007/s11858-016-0798-4
- Bradley, R. L., Browne, B. L., & Kelley, H. M. (2017). Examining the influence of self-efficacy and self-regulation in online learning. College Student Journal, 51(4), 518–530. https://www.learntechlib.org/j/ISSN-0146-3934/v/51/n/4/
- Cacciamani, S., Villani, D., Bonanomi, A., Carissoli, C., Olivari, M. G., Morganti, L., Riva, G., & Confalonieri, E. (2018). Factors affecting students' acceptance of tablet PCs: A study in Italian high schools. Journal of Research on Technology in Education, 50(2), 120–133. https://doi.org/10.1080/15391523.2017.1409672
- Chen, P. Y., & Hwang, G. J. (2019). An empirical examination of the effect of self-regulation and the unified theory of acceptance and use of technology (UTAUT) factors on the online learning behavioural intention of college students. Asia Pacific Journal of Education, 39(1), 79–95. http://dx.doi.org/10.1080/02188791.2019.1575184
- Cheung, A. C., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88–113. http://dx.doi.org/10.1016/j.edurev.2013.01.001
- Demir, K., & Akpınar, E. (2016). Mobil öğrenmeye yönelik tutum ölçeği geliştirme çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 6(1), 59–79. https://doi.org/10.17943/etku.83341
- Demir, M. (2013). Investigating education faculty learners acceptance level of e-learning tools from different variable perspectives (Publication No. 336009) [Master’s thesis, Sakarya University]. Council of Higher Education Thesis Center.
- Diri, E. (2021). Examination of mobile technology acceptance levels of high school students in mathematics learning in the framework The Unified Theory of Acceptance and Use of Technology-2 (Publication No. 663969) [Master’s thesis, İnönü University]. Council of Higher Education Thesis Center.
- Duru, E., Duru, S., & Balkıs, M. (2014). Analysis of relationships among burnout, academic achievement, and self-regulation. Educational sciences: theory and practice, 14(4), 1263–1284. https://eric.ed.gov/?id=EJ1045080
- Ekşi, H., Okan, N., & Ayhan, A. S. (2018). Imam hatip high school students’ self-regulation skills as predictors of their character development and perceived school climate. Talim Journal of Education in Muslim Societies and Communities, 2, 209–241. https://doi.org/10.12738/talim.2018.2.0004
- Fawaıt, A., Setyosarı, P., Sulthoni, S., & Ulfa, S. (2020). Identification of factors affecting of character education program on high school students’ self-regulation skills. Journal for the Education of Gifted Young Scientists, 8(1), 435–450. https://doi.org/10.17478/jegys.683165
- Han, I., & Shin, W. S. (2016). The use of a mobile learning management system and academic achievement of online students. Computers & Education, 102, 79–89. https://doi.org/10.1016/j.compedu.2016.07.003
- Horzum, M., Öztürk, E., Bektaş, M., Güngören, Ö., & Çakır, Ö. (2014). Secondary school students’ tablet computer acceptance and readiness: A structural equation modelling. Education and Science, 39(176), 81–93. https://doi.org/10.15390/EB.2014.3500
- Karaarslan, E., Boz, B., & Yıldırım, K. (2013). Matematik ve geometri eğitiminde teknoloji tabanlı yaklaşımlar. XVIII. Türkiye'de İnternet Konferansı, (pp. 9–11), İstanbul, Türkiye. https://inet-tr.org.tr/inetconf18/bildiri/10.pdf
- Larkin, K., & Calder, N. (2016). Mathematics education and mobile technologies. Mathematics Education Research Journal, 28(1), 1–7. https://doi.org/10.1007/s13394-015-0167-6
- Liou, P. Y., & Kuo, P. J. (2014). Validation of an instrument to measure students’ motivation and self-regulation towards technology learning. Research in Science & Technological Education, 32(2), 79–96. https://doi.org/10.1080/02635143.2014.893235
- Ngampornchai, A., & Adams, J. (2016). Students’ acceptance and readiness for e-learning in Northeastern Thailand. International Journal of Educational Technology in Higher Education, 13(1), 1–13. https://doi.org/10.1186/s41239-016-0034-x
- Nikolopoulou, K. (2018). Mobile learning usage and acceptance: Perceptions of secondary school students. Journal of Computers in Education, 5(4), 499–519. https://doi.org/10.1007/s40692-018-0127-8
- Nikolopoulou, K., Gialamas, V., & Lavidas, K. (2020). Acceptance of mobile phone by university students for their studies: An investigation applying UTAUT2 model. Education and Information Technologies, 25(5), 4139–4155. https://doi.org/10.1007/s10639-020-10157-9
- Özen, Ö. E., & Gencel, İ. E. (2016). Self-regulation skills and test anxiety of senior high school students. Psycho-Educational Research Reviews, 5(2), 94–104. https://www.perrjournal.com/index.php/perrjournal/article/view/298
- Poçan, S., Altay, B., & Yaşaroğlu, C. (2021). Parents' opinions on the use of mobile technology in teaching mathematics. Inonu University Journal of the Faculty of Education , 22(1), 500–532. https://doi.org/10.17679/inuefd.815348
- Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269–286. https://doi.org/10.1080/00313830120074206
- Rezaei Rad, M., & Naseri, E. (2020). The effect of mobile learning-based education on self-efficacy, self-control, self-regulation, and academic performance students. Information and Communication Technology in Educational Sciences, 10(39), 125–144. https://sanad.iau.ir/en/Journal/ictedu/Article/671350?jid=671350&lang=en
- Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631–649). Academic Press. https://doi.org/10.1016/B978-012109890-2/50048-2
- Smith, P. A. (2001). Understanding self-regulated learning and its implications for accounting educators and researchers. Issues in Accounting Education, 16(4), 663–700. https://doi.org/10.2308/iace.2001.16.4.663
- Su, E. (2015). An investigation of pre-service teachers' use of mobile technologies in learning activities (Publication No. 397375) [Master’s thesis, Gazi University]. Council of Higher Education Thesis Center.
- Šumak, B., & Šorgo, A. (2016). The acceptance and use of interactive whiteboards among teachers: Differences in UTAUT determinants between pre- and post adopters. Computers in Human Behavior, 64, 602–620. https://doi.org/10.1016/j.chb.2016.07.037
- Şener, A. (2016). The investigation of mobile self-efficacy beliefs of using mobile learning tools and usage habits of high school students, İzmir Karabağlar sample (Publication No. 436544) [Master’s thesis, Ege University]. Council of Higher Education Thesis Center.
- Thomas, T., Singh, L., & Gaffar, K. (2013). The utility of the UTAUT model in explaining mobile learning adoption in higher education in Guyana. International Journal of Education and Development Using ICT, 9(3), 71–87. https://www.learntechlib.org/p/130274/
- Ursavaş, Ö. F., Şahin, S., & McIlroy, D. (2014). Technology acceptance measure for teachers: T-TAM. Journal of Theory and Practice in Education, 10(4), 885–917. https://dergipark.org.tr/tr/pub/eku/issue/5462/74152
- Üredi, İ., & Üredi, L. (2005). İlköğretim 8. sınıf öğrencilerinin öz-düzenleme stratejileri ve motivasyonel inançlarının matematik başarısını yordama gücü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 250–260. https://dergipark.org.tr/en/download/article-file/161017
- Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540
- Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36(1), 157–178. https://doi.org/10.2307/41410412
- Wang, Y. S., Wu, M. C., & Wang, H. Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40(1), 92–118. http://hdl.voced.edu.au/10707/97215
- Yıldız, Y. (2020). Analysis of mobile learning acceptances in mathematics learning of secondary school students (Publication No. 653849) [Master’s thesis, Balıkesir University]. Council of Higher Education Thesis Center.
- Zare Bidaki, M., Naderi, F., & Ayati, M. (2013). Effects of mobile learning on paramedical students’ academic achievement and self-regulation. Future of Medical Education Journal, 3(3), 24–28. https://doi.org/10.22038/fmej.2013.1524
- Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key sub-processes? Contemporary Educational Psychology, 11, 307–313. https://doi.org/10.1016/0361-476X(86)90027-5
- Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
- Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Lise Öğrencilerinin Algılanan Öz Düzenleme Becerilerinin Matematik Öğreniminde Mobil Teknoloji Kabul Düzeyleri ile İlişkisi
Abstract
Eğitimde mobil teknolojinin yaygınlaşmasıyla birlikte bireysel öğrenme ön plana çıkmış, bu da öğrencinin işini en iyi şekilde organize etmesini, yani öz düzenleme becerilerini geliştirmesini gerektirmiştir. Bu araştırmada lise öğrencilerinin algılanan öz düzenleme becerileri ile matematik öğrenmede mobil teknoloji kabul düzeyleri arasındaki ilişki incelenmiştir. Ayrıca araştırmada öğrencilerin matematik öğrenmede öz düzenleme becerileri ve mobil teknoloji kabul düzeyleri cinsiyet, sınıf düzeyi ve akademik başarı ortalamaları açısından incelenmiştir. Araştırmaya uygun örnekleme yöntemi ile belirlenen bir lisede öğrenim gören öğrenciler dahil edilmiş ve 752 öğrencinin verileri değerlendirilmiştir. Araştırmada veri toplama araçları olarak Öğrenci Bilgi Formu, Algılanan Öz Düzenleme Ölçeği ve Matematik Öğrenmede Mobil Teknoloji Kabul Ölçeği kullanılmıştır. Araştırmada ayrıca betimsel ve ilişkisel tarama yöntemleri kullanılmıştır. Araştırmaya göre lise öğrencilerinin algılanan öz düzenleme becerileri ile matematik öğrenmeye yönelik mobil teknoloji kabul düzeyleri arasında düşük düzeyde pozitif bir korelasyon vardır. Ayrıca öğrencilerin algılanan öz düzenleme becerileri ortalamanın üzerindedir ve mobil teknoloji kabul düzeyleri matematik öğreniminde ortalamaya yakındı.
References
- Açıkgül, K., & Şad, S. (2020). Mobile technology acceptance scale for learning mathematics: development, validity, and reliability studies. International Review of Research in Open and Distributed Learning, 21(4), 161–180. https://doi.org/10.19173/irrodl.v21i4.4834
- Açıkgül, K., & Şad, S. N. (2021). High school students’ acceptance and use of mobile technology in learning mathematics. Education and Information Technologies, 1–21. https://doi.org/10.1007/s10639-021-10466-7
- Aksoy, A. B., & Yaralı, K. T. (2017). An analysis of children's self regulations and play skills according to gender. Trakya Journal of Education, 7(2), 442–455. https://doi.org/10.24315/trkefd.304124
- Aktan, S. (2012). Relationship between the academic success, self-regulating learning skills, and motivations of 5th grade students and teaching styles of teachers (Publication No. 311843) [Doctoral dissertation, Balıkesir University]. Council of Higher Education Thesis Center.
- Arslan, S., & Gelişli, Y. (2015). Development of perceived self-regulation scale: Validity. Sakarya University Journal of Education, 5(3), 67–74. https://doi.org/10.19126/suje.07146
- Aydın, S., & Atalay, D. (2015). Öz düzenlemeli öğrenme (2. baskı). Pegem.
- Baysal, A., & Özgenel, M. (2019). Investigation of the relationship between secondary school students’ attachment styles and self regulation levels. Journal of Theory and Practice in Education, 15(2), 142–152. https://doi.org/10.17244/eku.507650
- Baysal, E. (2010). Nurses self-efficacy beliefs and job satisfaction relationship: A field study at the University Hospital (Publication No. 277911) [Master’s thesis, İstanbul University]. Council of Higher Education Thesis Center.
- Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31(6), 445–457. https://doi.org/10.1016/S0883-0355(99)00014-2
- Borba, M. C., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S., & Aguilar, M. S. (2016). Blended learning, e-learning and mobile learning in mathematics education. ZDM, 48(5), 589–610. https://doi.org/10.1007/s11858-016-0798-4
- Bradley, R. L., Browne, B. L., & Kelley, H. M. (2017). Examining the influence of self-efficacy and self-regulation in online learning. College Student Journal, 51(4), 518–530. https://www.learntechlib.org/j/ISSN-0146-3934/v/51/n/4/
- Cacciamani, S., Villani, D., Bonanomi, A., Carissoli, C., Olivari, M. G., Morganti, L., Riva, G., & Confalonieri, E. (2018). Factors affecting students' acceptance of tablet PCs: A study in Italian high schools. Journal of Research on Technology in Education, 50(2), 120–133. https://doi.org/10.1080/15391523.2017.1409672
- Chen, P. Y., & Hwang, G. J. (2019). An empirical examination of the effect of self-regulation and the unified theory of acceptance and use of technology (UTAUT) factors on the online learning behavioural intention of college students. Asia Pacific Journal of Education, 39(1), 79–95. http://dx.doi.org/10.1080/02188791.2019.1575184
- Cheung, A. C., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88–113. http://dx.doi.org/10.1016/j.edurev.2013.01.001
- Demir, K., & Akpınar, E. (2016). Mobil öğrenmeye yönelik tutum ölçeği geliştirme çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 6(1), 59–79. https://doi.org/10.17943/etku.83341
- Demir, M. (2013). Investigating education faculty learners acceptance level of e-learning tools from different variable perspectives (Publication No. 336009) [Master’s thesis, Sakarya University]. Council of Higher Education Thesis Center.
- Diri, E. (2021). Examination of mobile technology acceptance levels of high school students in mathematics learning in the framework The Unified Theory of Acceptance and Use of Technology-2 (Publication No. 663969) [Master’s thesis, İnönü University]. Council of Higher Education Thesis Center.
- Duru, E., Duru, S., & Balkıs, M. (2014). Analysis of relationships among burnout, academic achievement, and self-regulation. Educational sciences: theory and practice, 14(4), 1263–1284. https://eric.ed.gov/?id=EJ1045080
- Ekşi, H., Okan, N., & Ayhan, A. S. (2018). Imam hatip high school students’ self-regulation skills as predictors of their character development and perceived school climate. Talim Journal of Education in Muslim Societies and Communities, 2, 209–241. https://doi.org/10.12738/talim.2018.2.0004
- Fawaıt, A., Setyosarı, P., Sulthoni, S., & Ulfa, S. (2020). Identification of factors affecting of character education program on high school students’ self-regulation skills. Journal for the Education of Gifted Young Scientists, 8(1), 435–450. https://doi.org/10.17478/jegys.683165
- Han, I., & Shin, W. S. (2016). The use of a mobile learning management system and academic achievement of online students. Computers & Education, 102, 79–89. https://doi.org/10.1016/j.compedu.2016.07.003
- Horzum, M., Öztürk, E., Bektaş, M., Güngören, Ö., & Çakır, Ö. (2014). Secondary school students’ tablet computer acceptance and readiness: A structural equation modelling. Education and Science, 39(176), 81–93. https://doi.org/10.15390/EB.2014.3500
- Karaarslan, E., Boz, B., & Yıldırım, K. (2013). Matematik ve geometri eğitiminde teknoloji tabanlı yaklaşımlar. XVIII. Türkiye'de İnternet Konferansı, (pp. 9–11), İstanbul, Türkiye. https://inet-tr.org.tr/inetconf18/bildiri/10.pdf
- Larkin, K., & Calder, N. (2016). Mathematics education and mobile technologies. Mathematics Education Research Journal, 28(1), 1–7. https://doi.org/10.1007/s13394-015-0167-6
- Liou, P. Y., & Kuo, P. J. (2014). Validation of an instrument to measure students’ motivation and self-regulation towards technology learning. Research in Science & Technological Education, 32(2), 79–96. https://doi.org/10.1080/02635143.2014.893235
- Ngampornchai, A., & Adams, J. (2016). Students’ acceptance and readiness for e-learning in Northeastern Thailand. International Journal of Educational Technology in Higher Education, 13(1), 1–13. https://doi.org/10.1186/s41239-016-0034-x
- Nikolopoulou, K. (2018). Mobile learning usage and acceptance: Perceptions of secondary school students. Journal of Computers in Education, 5(4), 499–519. https://doi.org/10.1007/s40692-018-0127-8
- Nikolopoulou, K., Gialamas, V., & Lavidas, K. (2020). Acceptance of mobile phone by university students for their studies: An investigation applying UTAUT2 model. Education and Information Technologies, 25(5), 4139–4155. https://doi.org/10.1007/s10639-020-10157-9
- Özen, Ö. E., & Gencel, İ. E. (2016). Self-regulation skills and test anxiety of senior high school students. Psycho-Educational Research Reviews, 5(2), 94–104. https://www.perrjournal.com/index.php/perrjournal/article/view/298
- Poçan, S., Altay, B., & Yaşaroğlu, C. (2021). Parents' opinions on the use of mobile technology in teaching mathematics. Inonu University Journal of the Faculty of Education , 22(1), 500–532. https://doi.org/10.17679/inuefd.815348
- Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269–286. https://doi.org/10.1080/00313830120074206
- Rezaei Rad, M., & Naseri, E. (2020). The effect of mobile learning-based education on self-efficacy, self-control, self-regulation, and academic performance students. Information and Communication Technology in Educational Sciences, 10(39), 125–144. https://sanad.iau.ir/en/Journal/ictedu/Article/671350?jid=671350&lang=en
- Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631–649). Academic Press. https://doi.org/10.1016/B978-012109890-2/50048-2
- Smith, P. A. (2001). Understanding self-regulated learning and its implications for accounting educators and researchers. Issues in Accounting Education, 16(4), 663–700. https://doi.org/10.2308/iace.2001.16.4.663
- Su, E. (2015). An investigation of pre-service teachers' use of mobile technologies in learning activities (Publication No. 397375) [Master’s thesis, Gazi University]. Council of Higher Education Thesis Center.
- Šumak, B., & Šorgo, A. (2016). The acceptance and use of interactive whiteboards among teachers: Differences in UTAUT determinants between pre- and post adopters. Computers in Human Behavior, 64, 602–620. https://doi.org/10.1016/j.chb.2016.07.037
- Şener, A. (2016). The investigation of mobile self-efficacy beliefs of using mobile learning tools and usage habits of high school students, İzmir Karabağlar sample (Publication No. 436544) [Master’s thesis, Ege University]. Council of Higher Education Thesis Center.
- Thomas, T., Singh, L., & Gaffar, K. (2013). The utility of the UTAUT model in explaining mobile learning adoption in higher education in Guyana. International Journal of Education and Development Using ICT, 9(3), 71–87. https://www.learntechlib.org/p/130274/
- Ursavaş, Ö. F., Şahin, S., & McIlroy, D. (2014). Technology acceptance measure for teachers: T-TAM. Journal of Theory and Practice in Education, 10(4), 885–917. https://dergipark.org.tr/tr/pub/eku/issue/5462/74152
- Üredi, İ., & Üredi, L. (2005). İlköğretim 8. sınıf öğrencilerinin öz-düzenleme stratejileri ve motivasyonel inançlarının matematik başarısını yordama gücü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 250–260. https://dergipark.org.tr/en/download/article-file/161017
- Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540
- Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36(1), 157–178. https://doi.org/10.2307/41410412
- Wang, Y. S., Wu, M. C., & Wang, H. Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40(1), 92–118. http://hdl.voced.edu.au/10707/97215
- Yıldız, Y. (2020). Analysis of mobile learning acceptances in mathematics learning of secondary school students (Publication No. 653849) [Master’s thesis, Balıkesir University]. Council of Higher Education Thesis Center.
- Zare Bidaki, M., Naderi, F., & Ayati, M. (2013). Effects of mobile learning on paramedical students’ academic achievement and self-regulation. Future of Medical Education Journal, 3(3), 24–28. https://doi.org/10.22038/fmej.2013.1524
- Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key sub-processes? Contemporary Educational Psychology, 11, 307–313. https://doi.org/10.1016/0361-476X(86)90027-5
- Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
- Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
There are 48 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Mathematics Education |
| Journal Section | Makaleler |
| Authors | |
| Publication Date | June 27, 2025 |
| Submission Date | January 23, 2025 |
| Acceptance Date | May 23, 2025 |
| Published in Issue | Year 2025 Volume: 19 Issue: 1 |
