The effects of diaries on self-regulation strategies of preservice science teachers

This study examined the effect of diaries on self-regulation strategies of the pre-service
science teachers. The participants of the study were 60 pre-service science teachers, 30 of
which were in the experimental and the remaining 30 were in the control group. The
Pintrich’s self-regulation model was taken as a basis in the study. The Pintrich’s model of
self-regulation includes 3 general categories of strategies: (a) cognitive learning strategies,
(b) metacognitive or self-regulatory strategies to control cognition, and (c) resource
management strategies. In the study, the pre-service science teachers in the experimental
group reported the self-regulation strategies they used for daily learning activities by
writing the diary-report form for fourteen weeks. The data of the study were collected by
the motivated strategies for learning questionnaire. At the end of the study, the intrinsic
motivation, task value, metacognition, time management strategy usage status of the
experimental group which reported their self-regulation strategies were significantly
different from those of the control group.