Abstracts - Earli

Motivated strategies for learning, approaches to learning, academic achievement and gender: Ananalysis of pre-service science teachersEylem Yildiz, Dokuz Eylul University, TurkeyErcan Akpinar, Dokuz Eylul University, TurkeyNilgun Tatar, Cumhuriyet University, TurkeyThe purpose of this study is to examine the significant differences between genders in terms ofmotivated strategies for learning, learning approaches and to explore relationships among preservicescience teachers’ motivated strategies for learning, learning approaches and academicachievement. Survey method was employed and purposive sampling method was used in thisstudy. Additionally, some participants will be interviewed by the researchers. The participants ofthe study are 149 (female=85, male=64) pre-service science teachers, attending "InstructionalTechnologies and Developing Material Course" at two Universities in Turkey. Motivationalorientation and self-regulated learning strategy use were measured by the Turkish version ofMotivated Strategies for Learning Questionnaire (MSLQ) (Býyýkßztýrk, Akgýn, Özkahveci &Demirel, 2004). An Approach to Learning Questionnaire (ALQ), developed by Ellez & Sezgin(2002) was used to explore the learning approaches of the pre-service science teachers. There weresignificant gender differences between female and male students in terms of metacognition andpeer learning scales of the MSLQ. Similar to this, there are significant gender differences betweenfemale and male the pre-service science teachers’ in terms of deep approach and surface approach.Significant positive correlations were found between 3 scales of the MSLQ and deep approach.Besides, significant positive correlations were found between 2 subscales of the MSLQ andsurface approaches. Significant negative correlations were found between 4 subscales of theMSLQ and surface approaches. Significant positive correlations were found between 4 subscalesof the MSLQ and academic achievement and significant negative correlations were found between1 subscales of the MSLQ and academic achievement. The analysis of the interview questions havebeen continuing.F 1129 August 2007 17:00 - 18:20Room: 0.99Paper SessionParental involvement in learningChair:Jos Beishuizen, Vrije Universiteit Amsterdam, NetherlandsAcademic language use during book reading at home and at schoolLotte Henrichs, University of Amsterdam, NetherlandsRob Schoonen, University of Amsterdam, NetherlandsFolkert Kuiken, University of Amsterdam, NetherlandsWhen Dutch children start primary school at the age of 4, they have to deal with a kind oflanguage use that is relatively new to some of them: academic language use. ‘Academic language’refers to the language register that is appropriate for cognitively complex communication ineducational environments. According to Schleppegrell (2004) this academic register is differentfrom the interactional language register that is commonly used at home. Among the distinguishing– 337 –