The impact of self-regulated learning on reading comprehension and attitude towards Turkish course and metacognitive thinking

The purpose of this study was to examine the impact of self-regulated learning on students' reading comprehension and attitude towards Turkish course and metacognitive thinking skills. For this purpose, the study was carried out with the 5th graders in Zonguldak Province. In this study, one of the classes was designated as the experimental group and the other class as the control group. While self-regulated learning was applied to the experimental group, a traditional method was applied to the control group. The study lasted for 8 weeks totally. In the study, non-equivalent control group's pretest-posttest design was used. The data were obtained with the help of a reading comprehension test, an attitude scale, a metacognitive thinking skills scale and an interview. At the end of the study, depending on the quantitative data, it was found that self-regulated learning significantly increased the reading comprehension and metacognitive thinking skills of the students in the experimental group. By depending on the qualitative data, it was found that students in the experimental group used self-regulated learning skills while studying.