Original scientific paper
https://doi.org/10.15516/cje.v27i2.6296
The Influence of Montessori Educaton and Traditional Education on Preschool Children’s Executive Functions, Self-Regulated Learning and Mastery Motivation: A Comparative Study
Elif Sezgin
; Mudanya University, Faculty of Health Sciences
Full text: english pdf 458 Kb
page 573-618
downloads: 109
cite
APA 6th Edition
Sezgin, E. (2025). The Influence of Montessori Educaton and Traditional Education on Preschool Children’s Executive Functions, Self-Regulated Learning and Mastery Motivation: A Comparative Study. Croatian Journal of Education, 27 (2), 573-618. https://doi.org/10.15516/cje.v27i2.6296
MLA 8th Edition
Sezgin, Elif. "The Influence of Montessori Educaton and Traditional Education on Preschool Children’s Executive Functions, Self-Regulated Learning and Mastery Motivation: A Comparative Study." Croatian Journal of Education, vol. 27, no. 2, 2025, pp. 573-618. https://doi.org/10.15516/cje.v27i2.6296. Accessed 21 May 2026.
Chicago 17th Edition
Sezgin, Elif. "The Influence of Montessori Educaton and Traditional Education on Preschool Children’s Executive Functions, Self-Regulated Learning and Mastery Motivation: A Comparative Study." Croatian Journal of Education 27, no. 2 (2025): 573-618. https://doi.org/10.15516/cje.v27i2.6296
Harvard
Sezgin, E. (2025). 'The Influence of Montessori Educaton and Traditional Education on Preschool Children’s Executive Functions, Self-Regulated Learning and Mastery Motivation: A Comparative Study', Croatian Journal of Education, 27(2), pp. 573-618. https://doi.org/10.15516/cje.v27i2.6296
Vancouver
Sezgin E. The Influence of Montessori Educaton and Traditional Education on Preschool Children’s Executive Functions, Self-Regulated Learning and Mastery Motivation: A Comparative Study. Croatian Journal of Education [Internet]. 2025 [cited 2026 May 21];27(2):573-618. https://doi.org/10.15516/cje.v27i2.6296
IEEE
E. Sezgin, "The Influence of Montessori Educaton and Traditional Education on Preschool Children’s Executive Functions, Self-Regulated Learning and Mastery Motivation: A Comparative Study", Croatian Journal of Education, vol.27, no. 2, pp. 573-618, 2025. [Online]. https://doi.org/10.15516/cje.v27i2.6296
Full text: croatian pdf 458 Kb
page 573-618
downloads: 113
cite
APA 6th Edition
Sezgin, E. (2025). The Influence of Montessori Educaton and Traditional Education on Preschool Children’s Executive Functions, Self-Regulated Learning and Mastery Motivation: A Comparative Study. Croatian Journal of Education, 27 (2), 573-618. https://doi.org/10.15516/cje.v27i2.6296
MLA 8th Edition
Sezgin, Elif. "The Influence of Montessori Educaton and Traditional Education on Preschool Children’s Executive Functions, Self-Regulated Learning and Mastery Motivation: A Comparative Study." Croatian Journal of Education, vol. 27, no. 2, 2025, pp. 573-618. https://doi.org/10.15516/cje.v27i2.6296. Accessed 21 May 2026.
Chicago 17th Edition
Sezgin, Elif. "The Influence of Montessori Educaton and Traditional Education on Preschool Children’s Executive Functions, Self-Regulated Learning and Mastery Motivation: A Comparative Study." Croatian Journal of Education 27, no. 2 (2025): 573-618. https://doi.org/10.15516/cje.v27i2.6296
Harvard
Sezgin, E. (2025). 'The Influence of Montessori Educaton and Traditional Education on Preschool Children’s Executive Functions, Self-Regulated Learning and Mastery Motivation: A Comparative Study', Croatian Journal of Education, 27(2), pp. 573-618. https://doi.org/10.15516/cje.v27i2.6296
Vancouver
Sezgin E. The Influence of Montessori Educaton and Traditional Education on Preschool Children’s Executive Functions, Self-Regulated Learning and Mastery Motivation: A Comparative Study. Croatian Journal of Education [Internet]. 2025 [cited 2026 May 21];27(2):573-618. https://doi.org/10.15516/cje.v27i2.6296
IEEE
E. Sezgin, "The Influence of Montessori Educaton and Traditional Education on Preschool Children’s Executive Functions, Self-Regulated Learning and Mastery Motivation: A Comparative Study", Croatian Journal of Education, vol.27, no. 2, pp. 573-618, 2025. [Online]. https://doi.org/10.15516/cje.v27i2.6296
Abstract
This study sought to compare the executive functions, self-regulated learning behaviours and mastery motivation levels of 66- to 72-month-old children receiving Montessori education and those educated according to the non-Montessori programmes. The research sample included a total of 100 children – 50 from Montessori institutions and 50 from institutions in the MNE’s preschool education programme (Ministry of National Education), out of which 51 girls and 49 boys, and 10 teachers. The normality of the data’s distribution was checked via Shapiro-Wilks test. As the data did not demonstrate a normal distribution, non-parametric tests were employed, and descriptive statistics were presented as median (min-max) values. Two-group comparisons were conducted using the Mann-Whitney U test. The findings showed that children in Montessori programs exhibited higher mastery motivation, better self-regulated learning skills and more advanced executive functions than children in the MNE program.
Keywords
self-regulated learning, executive functions, motivation, Montessori education, preschool
Hrčak ID:
344779
URI
https://hrcak.srce.hr/344779
Publication date:
27.6.2025.
Article data in other languages:
croatian
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