@article{2016,title={THE EFFECTS OF METACOGNITIVE SELF-REGULATION ON SIGHT-READING SKILLS AND SIGHT-READING ATTITUDES},abstractNode={The aim of this research is to determine the effects of metacognitive self-regulation steps used in the guitar courses at the level of bachelor degree on students’ sight-reading performance and sight-reading attitudes. The research was carried out in a university based in Southeastern Region of Turkey during the academic year of 2014-2015. The research utilized one group pretest-posttest quasi-experimental design and the studies including the metacognitive self-regulation steps selected from the relevant literature and the activities developed by the researcher were employed during the 10 weeks process. As a data collection means within the pretest-posttest design in the research, “sight-reading attitude scale” and “sight-reading performance rubric” were employed. In order to determine whether any significant difference exists between the dependent groups relevant to the continuous variables in interpreting the pretests and posttests, Paired-t test, one-way analysis of variance (ANOVA) used to compare three or more groups relevant to the continuous variables, and Fisher’s exact test for testing whether there exists a significant relationship between two categorical variables were used. It was concluded upon the research that metacognitive self-regulation steps used to develop the sight-reading skills of students has a positive influence on the sight-reading skills and sight-reading attitude.},author={Elçin ERGİN-Yavuz DURAK},year={2016},journal={The Journal of International Educational Sciences}}