The Effect of Using Self-Monitoring Strategies in Social Studies Course on Self-Monitoring, Self-Regulation and Academic Achievement

Inan attempt to clarify the behavioral differences and a dimension of theindividual’s metacognitive processes, Snyder introduced the ‘Self-MonitoringTheory’ in 1974. According to the theory, individuals differ in the extent towhich they control their self-presentation in social interactions. Some peoplecan observe and control their self-presentation and expressive behaviors.Besides, they are sensitive to cues indicating what expression or behavior isappropriate in any case. This sensitivity has been called ‘Self-Monitoring’skill (Snyder, 1974). In this study the effect of setting ‘Self-Monitoring’strategies during and after the Social Studies course on self-monitoring,self-regulation and academic achievement levels of the students has been investigated.In the present study, a mixed methods approach was taken, and an experimentaldesign with pre-test and post-test and control group was used in the study. Thestudy was carried out with three groups (two experimental groups and onecontrol group). In the qualitative dimension of the study, the opinions of 10classroom teachers and 20 students were gathered using Fixed FormatQuestionnaire. Quantitative data were analyzed using the SPSS 15 program andqualitative data were analyzed through descriptive analysis. As a result of thestudy, it has been observed that self-monitoring strategies used in SocialStudies course had an effect on the students’ self-monitoring and developmentof academic performance levels, but they had no effect on their self-regulationskills. Conducting the courses or themes such as ‘Me and others’ taught in somecountries in our country will help us to raise a happy, well-adjusted andproductive individual. Thus, more and specific time can be devoted to raisingindividuals who can monitor themselves in a balanced way.