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UYARLANIR ÖĞRENME ÖRÜNTÜLERİ ÖLÇEKLERİNDEN ALGILANAN BİREYSEL VE AİLE HEDEF YÖNELİMLERİ BOYUTLARININ TÜRKÇEYE UYARLANMASI

Yıl 2021, Cilt: 11 Sayı: 3, 1396 - 1408, 30.09.2021

Öz

Motivasyonel inançlar içerisinde yer alan hedef yönelimleri ve sosyal çevrenin bu yönelimler üzerine etkisi son zamanlarda araştırmacıların dikkatini çekmeye başlamıştır. Araştırmacıların Türk öğrencilerin kendi hedef yönelimlerini ve algıladıkları ebeveyn hedef yönelimlerini inceleyebilmelerine olanak sağlayacak araştırma araçları geliştirmek adına, bu çalışma Uyarlanır Öğrenme Örüntüleri Ölçeklerinden öğrenci bireysel hedef yönelimleri ve algılanan ebeveyn hedef yönelimleri kısımlarının Türkçeye uyarlanmasını amaçlamıştır. Çalışmaya Türkiye'de lise düzeyinde öğrenim görmekte olan (9-12. Sınıflar) 358 öğrenci katılım göstermiştir. Öğrencilerin Likert ölçeği olarak hazırlanan maddelere verdikleri cevaplar açımlayıcı faktör analizi (AFA) ve doğrulayıcı faktör analizi (DFA) yapılmıştır. AFA sonuçlarına göre aşağıda adlandırılan beş faktör ortaya çıkmıştır; Algılanan Ebeveyn Performans Hedef Yönelimi, Algılanan Ebeveyn Ustalık Hedef Yönelimi, Öğrenci Performans Hedef Yönelimi, Öğrenci Performans Kaçınma Hedef Yönelimi ve Öğrenci Ustalık Hedef Yönelimi. Ortaya çıkan bu yapı DFA analizleri sonucunda desteklenmiştir. Anketin son halinin güvenilirlik ve geçerliliğine ve analiz süreçlerinde silinen maddelerin neden geçerlilik kriterlerini sağlayamadığına dair detaylar, tartışma bölümünde sunulmuştur.

Kaynakça

  • Ablard, K. E., & Parker, W. D. (1997). Parents’ Achievement Goals and Perfectionism in Their Academically Talented Children. Journal of Youth and Adolescence, 26(6), 651–667. DOI: 10.1023/A:1022392524554.
  • Aksan, D. (1982). Dilbilim Seçkisi: Günümüz Dilbilimiyle İlgili Yazılardan Çeviriler, Ankara: Türk Dil Kurumu Yayınları.
  • Ames, C. (1992). Classrooms: Goals, Structures and Student Motivation. Journal of Educational Psychology, 84(3), 261−271.
  • Bae, C. L., & DeBusk-Lane, M. (2018). Motivation Belief Profiles in Science: Links to Classroom Goal Structures and Achievement. Learning and Individual Differences, 67, 91- 104. DOI: 10.1016/j.lindif.2018.08.003
  • Ballard, A. C. (2010). Student Achievement, Personal Achievement Goal Orientations, and Perceptions of Classroom Goal Structures in a Standards-Based Reporting System (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3434231)
  • Bardach, L., Popper, V. Hochfellner, E., & Lüftenegger M. (2019). Associations between Vocational Students’ Perceptions of Goal Structures, Mastery Goals, and Self-efficacy in Five Subjects - Practical Relevance as a Potential Mediator. Empirical Research in Vocational Education and Training, 11(9). DOI: 10.1186/s40461-019-0084-0
  • Blenkinsopp, J. & Pajouh, M. S. (2010). Lost in Translation? Culture, Language and the Role of the Translator in International Business. Critical Perspectives on International Business, 6(1), 38-52, DOI: 10.1108/17422041011017612
  • Bong, M. (2004) Academic Motivation in Self-Efficacy, Task Value, Achievement Goal Orientations, and Attributional Beliefs, The Journal of Educational Research, 97(6), 287-298, DOI: 10.3200/JOER.97.6.287-298.
  • Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of Classroom Environment, Achievement Goals, and Achievement Outcomes. Journal of Educational Psychology, 93, 43–54. DOI:10.1037/0022-0663.93.1.43
  • Çöğmen, S. & Saracaloğlu, A. S. (2016). Liselerde Görev Yapan Öğretmenlerin Öğrenme ve Öğretme ile İlgili Görüşleri. Eğitimde Kuram ve Uygulama, 12(5), 1081-1103.
  • Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual Differences in Achievement Goals: A Longitudinal Study of Cognitive, Emotional, and Achievement Outcomes. Contemporary Educational Psychology, 33, 584–608. DOI:10.1016/j.cedpsych.2007.08.002
  • Deemer, S. (2004). Classroom Goal Orientation in High School Classrooms: Revealing Links Between Teacher Beliefs and Classroom Environments. Educational Research, 46(1), 73-90, DOI: 10.1080/0013188042000178836
  • Dweck, C. S., & Leggett, E. L. (1988). A Social-cognitive Approach to Motivation and Personality. Psychological Review, 95(2), 256-273
  • Dweck, C., S. (1986). Motivational Processes Affecting Learning. American Psychologist, 41(10), 1040. DOI: 10.1037/0003-066X.41.10.1040.
  • Elliot, A. J., & Church, M. A. (1997). A Hierarchical Model of Approach and Avoidance Achievement Motivation. Journal of Personality and Social Psychology, 72(1), 218-232.
  • Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and Avoidance Achievement Goals and İntrinsic Motivation: A Mediational Analysis. Journal of Personality and Social Psychology, 70, 461–475. DOI: 10.1037//0022-3514.70.3.461
  • Elliot, A., Murayama, K., & Pekrun, R. (2011). A 3 x 2 Achievement Goal Model. Journal of Educational Psychology, 103, 632–648. DOI: 10.1037/a0023952
  • Elliot, A.J., & McGregor, H.A. (2001). A 2×2 Achievement Goal Framework. Journal of Personality and Social Psychology, 80(3), 501–519. DOI: 10.1037/0022-3514.80.3.501
  • Field, A. (2009). Discovering Statistics Using SPSS. London: Sage.
  • Friedel, J. M., Cortina, K. S., Turner, J. C., & Midgley, C. (2007). Achievement Goals, Efficacy Beliefs and Coping Strategies in Mathematics: The Roles of Perceived Parent and Teacher Goal Emphases. Contemporary Educational Psychology, 32(3), 434-458, DOI: 10.1016/j.cedpsych.2006.10.009
  • Friedel, J. M., Cortina, K. S., Turner, J. C., & Midgley, C. (2007). Achievement Goals, Efficacy Beliefs and Coping Strategies in Mathematics: The Roles of Perceived Parent and Teacher Goal Emphases, Contemporary Educational Psychology, 32 (3), 434-458, DOI: 10.1016/j.cedpsych.2006.10.009.
  • Gonida, E. N., Karabenick, S. A., Makara, K. A., & Hatzikyriakou, G. A. (2014). Perceived Parent Goals and Student Goal Orientations as Predictors of Seeking or not Seeking Help: Does Age Matter?. Learning and Instruction, 33, 120-130.
  • Gonida, E. N., Kiosseoglou, G., & Voulala, K. (2007). Perceptions of Parent Goals and Their Contribution to Student Achievement Goal Orientation and Engagement in the Classroom: Grade-level Differences Across Adolescence. European Journal of Psychology of Education, 22(1), 23-39.
  • Gonida, E. N., Voulala, K., & Kiosseoglou, G. (2009). Students' Achievement Goal Orientations and Their Behavioral and Emotional Engagement: Co-examining the Role of Perceived School Goal Structures and Parent Goals During Adolescence. Learning and Individual Differences, 19(1), 53-60.
  • Hair, J. F., William, C. B., & Barry, J. B. (2010). Multivariate Data Analysis: A Global Perspective. New York: Pearson.
  • He, T. H., Gou, W. J., & Chang, S. M. (2015). Parental İnvolvement and Elementary School Students' Goals, Maladaptive Behaviors, and Achievement in Learning English as a Foreign Language. Learning and Individual Differences, 39, 205-210.
  • Ipek, Z., Atik, A. D., & Erkoç, F. (2021). Ortaöğretim Biyoloji Öğretmenlerinin Biyoloji Öğretiminde Karşılaştıkları Güçlükler. Turkish Journal of Educational Studies, 8(2), 241-290.
  • Kahraman, N. (2012). Sosyo Kültürel Etkinin Öğrencilerin Öz- Yeterlilik İnancına Etkisi. Buca Eğitim Fakültesi Dergisi, 33, 14-24.
  • Levy, I., Kaplan, A. & Patrick, H. (2004). Early Adolescents' Achievement Goals, Social Status, and Attitudes towards Cooperation with Peers. Social Psychology of Education, 7, 127–159. DOI:10.1023/B:SPOE.0000018547.08294.b6
  • Linnenbrink, E. A. & Pintrich, P. R. (2002). Achievement Goal Theory and Affect: An Asymmetrical Bidirectional Model, Educational Psychologist, 37:2, 69-78, DOI: 10.1207/S15326985EP3702_2
  • Maehr, M. L., & Zusho, A. (2009). Achievement Goal Theory: The Past, Present, and Future. In K. R. Wenzel and A. Wigfield (Eds.), Educational Psychology Handbook Series. Handbook of Motivation at School (p. 77–104). Routledge/Taylor and Francis Group.
  • Midgley, C. et al. (2000). The Patterns of Adaptive Learning Scales (PALS) 2000. University of Michigan.
  • Netemeyer, R., Bearden, W., & Sharma, S. (2003). Scaling Procedures. Thousand Oaks, CA: Sage.
  • Parlak-Yilmaz, N. & Çikrikçi-Demirtaşli, N. (2010). Adapting a Portion of the Patterns of Adaptive Learning Scales for Research in Turkish Schools. International Journal of Educational Reform, 19(4), 287-297, DOI: 10.1177/105678791001900404
  • Pintrich, P. R. & Schunk, D. H. (2002). Motivation in Education: Theory, Research, and Applications (2nd ed). Englewood Cliffs, NJ: Prentice-Hall.
  • Schunk, D. H. (2012). Learning Theories: An Educational Perspective (Sixth Edition). Person Education Inc.
  • Tong, Y., & Lam, S. (2011). The Cost of Being Mother’s İdeal Child: The Role of İnternalization in the Development of Perfectionism and Depression. Social Development, 20(3), 504–516. DOI: 10.1111/j.1467-9507.2010.00599.x.
  • Urdan, T. C., & Maehr, M. L. (1995). Beyond a Two-goal Theory of Motivation and Achievement: A Case for Social Goals. Review of Educational Research, 65(3), 213-243.
  • Urdan, T., & Kaplan, A. (2020). The Origins, Evolution, and Future Directions of Achievement Goal Theory. Contemporary Educational Psychology, 61, 101862. DOI: 10.1016/j.cedpsych.2020.101862
  • Yıldızlı, H. (2020). Classroom Assessment Practices and Student Goal Orientations in Mathematics Classes. Journal of Qualitative Research in Education, 8(1), 294-323. DOI:10.14689/issn.2148-2624.1.8c.1s.13m

ADAPTATION OF PERCEIVED PERSONAL AND PARENT GOAL ORIENTATIONS DIMENSIONS OF THE PATTERNS OF ADAPTIVE LEARNING SCALES (PALS) INTO TURKISH

Yıl 2021, Cilt: 11 Sayı: 3, 1396 - 1408, 30.09.2021

Öz

Goal orientations (as part of motivational beliefs) and the effects of the social environment on learners’ goal orientations have gained attention by researchers in recent years. In an attempt to develop tools that researchers can utilize to collect data regarding Turkish students’ personal goal orientations and perceived parent goal orientations, the present study aimed to adapt the personal and perceived parent goal orientations sections of the Patterns of Adaptive Learning Scales (PALS). A total of 358 students studying in high schools across Turkey participated in the study. The responses to the Likert-scale items were analyzed in the SPSS software for Exploratory Factor Analysis (EFA) and in the AMOS software for Confirmatory Factor Analysis (CFA). EFA results indicated the latent structure of five factors: Perceived Parent Performance Goal Orientation (PPGO), Perceived Parent Mastery Goal Orientation (PMGO), Student Performance Goal Orientation (SPGO), Student Performance Avoidance Goal Orientation (SPAGO), and Student Mastery Goal Orientation (SMGO). This factor structure was confirmed via CFA. The validity and reliability of the final version of the questionnaire as well as the reasons for why the deleted items did not pass validation criteria are discussed in detail.

Kaynakça

  • Ablard, K. E., & Parker, W. D. (1997). Parents’ Achievement Goals and Perfectionism in Their Academically Talented Children. Journal of Youth and Adolescence, 26(6), 651–667. DOI: 10.1023/A:1022392524554.
  • Aksan, D. (1982). Dilbilim Seçkisi: Günümüz Dilbilimiyle İlgili Yazılardan Çeviriler, Ankara: Türk Dil Kurumu Yayınları.
  • Ames, C. (1992). Classrooms: Goals, Structures and Student Motivation. Journal of Educational Psychology, 84(3), 261−271.
  • Bae, C. L., & DeBusk-Lane, M. (2018). Motivation Belief Profiles in Science: Links to Classroom Goal Structures and Achievement. Learning and Individual Differences, 67, 91- 104. DOI: 10.1016/j.lindif.2018.08.003
  • Ballard, A. C. (2010). Student Achievement, Personal Achievement Goal Orientations, and Perceptions of Classroom Goal Structures in a Standards-Based Reporting System (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3434231)
  • Bardach, L., Popper, V. Hochfellner, E., & Lüftenegger M. (2019). Associations between Vocational Students’ Perceptions of Goal Structures, Mastery Goals, and Self-efficacy in Five Subjects - Practical Relevance as a Potential Mediator. Empirical Research in Vocational Education and Training, 11(9). DOI: 10.1186/s40461-019-0084-0
  • Blenkinsopp, J. & Pajouh, M. S. (2010). Lost in Translation? Culture, Language and the Role of the Translator in International Business. Critical Perspectives on International Business, 6(1), 38-52, DOI: 10.1108/17422041011017612
  • Bong, M. (2004) Academic Motivation in Self-Efficacy, Task Value, Achievement Goal Orientations, and Attributional Beliefs, The Journal of Educational Research, 97(6), 287-298, DOI: 10.3200/JOER.97.6.287-298.
  • Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of Classroom Environment, Achievement Goals, and Achievement Outcomes. Journal of Educational Psychology, 93, 43–54. DOI:10.1037/0022-0663.93.1.43
  • Çöğmen, S. & Saracaloğlu, A. S. (2016). Liselerde Görev Yapan Öğretmenlerin Öğrenme ve Öğretme ile İlgili Görüşleri. Eğitimde Kuram ve Uygulama, 12(5), 1081-1103.
  • Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual Differences in Achievement Goals: A Longitudinal Study of Cognitive, Emotional, and Achievement Outcomes. Contemporary Educational Psychology, 33, 584–608. DOI:10.1016/j.cedpsych.2007.08.002
  • Deemer, S. (2004). Classroom Goal Orientation in High School Classrooms: Revealing Links Between Teacher Beliefs and Classroom Environments. Educational Research, 46(1), 73-90, DOI: 10.1080/0013188042000178836
  • Dweck, C. S., & Leggett, E. L. (1988). A Social-cognitive Approach to Motivation and Personality. Psychological Review, 95(2), 256-273
  • Dweck, C., S. (1986). Motivational Processes Affecting Learning. American Psychologist, 41(10), 1040. DOI: 10.1037/0003-066X.41.10.1040.
  • Elliot, A. J., & Church, M. A. (1997). A Hierarchical Model of Approach and Avoidance Achievement Motivation. Journal of Personality and Social Psychology, 72(1), 218-232.
  • Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and Avoidance Achievement Goals and İntrinsic Motivation: A Mediational Analysis. Journal of Personality and Social Psychology, 70, 461–475. DOI: 10.1037//0022-3514.70.3.461
  • Elliot, A., Murayama, K., & Pekrun, R. (2011). A 3 x 2 Achievement Goal Model. Journal of Educational Psychology, 103, 632–648. DOI: 10.1037/a0023952
  • Elliot, A.J., & McGregor, H.A. (2001). A 2×2 Achievement Goal Framework. Journal of Personality and Social Psychology, 80(3), 501–519. DOI: 10.1037/0022-3514.80.3.501
  • Field, A. (2009). Discovering Statistics Using SPSS. London: Sage.
  • Friedel, J. M., Cortina, K. S., Turner, J. C., & Midgley, C. (2007). Achievement Goals, Efficacy Beliefs and Coping Strategies in Mathematics: The Roles of Perceived Parent and Teacher Goal Emphases. Contemporary Educational Psychology, 32(3), 434-458, DOI: 10.1016/j.cedpsych.2006.10.009
  • Friedel, J. M., Cortina, K. S., Turner, J. C., & Midgley, C. (2007). Achievement Goals, Efficacy Beliefs and Coping Strategies in Mathematics: The Roles of Perceived Parent and Teacher Goal Emphases, Contemporary Educational Psychology, 32 (3), 434-458, DOI: 10.1016/j.cedpsych.2006.10.009.
  • Gonida, E. N., Karabenick, S. A., Makara, K. A., & Hatzikyriakou, G. A. (2014). Perceived Parent Goals and Student Goal Orientations as Predictors of Seeking or not Seeking Help: Does Age Matter?. Learning and Instruction, 33, 120-130.
  • Gonida, E. N., Kiosseoglou, G., & Voulala, K. (2007). Perceptions of Parent Goals and Their Contribution to Student Achievement Goal Orientation and Engagement in the Classroom: Grade-level Differences Across Adolescence. European Journal of Psychology of Education, 22(1), 23-39.
  • Gonida, E. N., Voulala, K., & Kiosseoglou, G. (2009). Students' Achievement Goal Orientations and Their Behavioral and Emotional Engagement: Co-examining the Role of Perceived School Goal Structures and Parent Goals During Adolescence. Learning and Individual Differences, 19(1), 53-60.
  • Hair, J. F., William, C. B., & Barry, J. B. (2010). Multivariate Data Analysis: A Global Perspective. New York: Pearson.
  • He, T. H., Gou, W. J., & Chang, S. M. (2015). Parental İnvolvement and Elementary School Students' Goals, Maladaptive Behaviors, and Achievement in Learning English as a Foreign Language. Learning and Individual Differences, 39, 205-210.
  • Ipek, Z., Atik, A. D., & Erkoç, F. (2021). Ortaöğretim Biyoloji Öğretmenlerinin Biyoloji Öğretiminde Karşılaştıkları Güçlükler. Turkish Journal of Educational Studies, 8(2), 241-290.
  • Kahraman, N. (2012). Sosyo Kültürel Etkinin Öğrencilerin Öz- Yeterlilik İnancına Etkisi. Buca Eğitim Fakültesi Dergisi, 33, 14-24.
  • Levy, I., Kaplan, A. & Patrick, H. (2004). Early Adolescents' Achievement Goals, Social Status, and Attitudes towards Cooperation with Peers. Social Psychology of Education, 7, 127–159. DOI:10.1023/B:SPOE.0000018547.08294.b6
  • Linnenbrink, E. A. & Pintrich, P. R. (2002). Achievement Goal Theory and Affect: An Asymmetrical Bidirectional Model, Educational Psychologist, 37:2, 69-78, DOI: 10.1207/S15326985EP3702_2
  • Maehr, M. L., & Zusho, A. (2009). Achievement Goal Theory: The Past, Present, and Future. In K. R. Wenzel and A. Wigfield (Eds.), Educational Psychology Handbook Series. Handbook of Motivation at School (p. 77–104). Routledge/Taylor and Francis Group.
  • Midgley, C. et al. (2000). The Patterns of Adaptive Learning Scales (PALS) 2000. University of Michigan.
  • Netemeyer, R., Bearden, W., & Sharma, S. (2003). Scaling Procedures. Thousand Oaks, CA: Sage.
  • Parlak-Yilmaz, N. & Çikrikçi-Demirtaşli, N. (2010). Adapting a Portion of the Patterns of Adaptive Learning Scales for Research in Turkish Schools. International Journal of Educational Reform, 19(4), 287-297, DOI: 10.1177/105678791001900404
  • Pintrich, P. R. & Schunk, D. H. (2002). Motivation in Education: Theory, Research, and Applications (2nd ed). Englewood Cliffs, NJ: Prentice-Hall.
  • Schunk, D. H. (2012). Learning Theories: An Educational Perspective (Sixth Edition). Person Education Inc.
  • Tong, Y., & Lam, S. (2011). The Cost of Being Mother’s İdeal Child: The Role of İnternalization in the Development of Perfectionism and Depression. Social Development, 20(3), 504–516. DOI: 10.1111/j.1467-9507.2010.00599.x.
  • Urdan, T. C., & Maehr, M. L. (1995). Beyond a Two-goal Theory of Motivation and Achievement: A Case for Social Goals. Review of Educational Research, 65(3), 213-243.
  • Urdan, T., & Kaplan, A. (2020). The Origins, Evolution, and Future Directions of Achievement Goal Theory. Contemporary Educational Psychology, 61, 101862. DOI: 10.1016/j.cedpsych.2020.101862
  • Yıldızlı, H. (2020). Classroom Assessment Practices and Student Goal Orientations in Mathematics Classes. Journal of Qualitative Research in Education, 8(1), 294-323. DOI:10.14689/issn.2148-2624.1.8c.1s.13m
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Ali Bostancıoğlu 0000-0002-3901-857X

Hülya Yıldızlı 0000-0003-4450-2128

Yayımlanma Tarihi 30 Eylül 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 11 Sayı: 3

Kaynak Göster

APA Bostancıoğlu, A., & Yıldızlı, H. (2021). ADAPTATION OF PERCEIVED PERSONAL AND PARENT GOAL ORIENTATIONS DIMENSIONS OF THE PATTERNS OF ADAPTIVE LEARNING SCALES (PALS) INTO TURKISH. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 11(3), 1396-1408.