A Study into Self Regulation Sufficiencies of the Students Attending to the College Physical Education and Sport

Self-regulation could be defined as the skills for getting to know oneself, keeping his own life and processes under control. Due to the fact that no one can know a person and the processes he experiences better than himself, self-regulation skills have a key role for such cases as coping with the problems encountered in life, preventing from meeting problems, increasing the efficiency of life. It is of great importance to train individuals being aware of his own learning and abilities, structuring the knowledge and participating in the learning process actively in modern age. Individuals with these features become successful students being able to arrange their own learning processes. It is believed that self-regulation skill is one of the most significant factors in success and academic performance. Therefore, it is of importance to determine the self-regulation levels of students and form their learning environment with a self-regulation. In this context, it was aimed to investigate the self-regulation competencies of students studying at the College of Physical Education and Sport in the current study. The sampling of the study was comprised of 135 students attending to the third and fourth grades of the College of Physical Education and Sport Department in Gazi University. The data of the study were collected through “General Information Form”, prepared to determine the personal data of the students and “Self-Regulation Scale” that was adapted to Turkish and of which validity and reliability study was made by Aydın, Keskin and Yel (2013) in order to measure the behavioural self-regulations of the students. In the analysis of the data, the distributions with regard to the demographic information of the students as frequency and percentage values. Mann-Whitney U and Kruskal Wallis ? H tests were used in the evaluation of Self-Regulation Scale. At the end of the research, a statistically significant difference was found in self-monitoring and self-evaluation sub-dimension scores in terms of the number of siblings, and in self-reinforcement sub-dimension scores in terms of the accommodation during education. No significant difference was found in the sub-dimensions and total scores of Self-Regulation Scale in terms of gender, age, the location and parent attitude.