Araştırma Makalesi
BibTex RIS Kaynak Göster

Özyeterlik, Özyönetim ve Başarı Motivasyonunun Sınıf Yönetimi Açısından Değerlendirilmesi

Yıl 2023, Cilt: 11 Sayı: 2, 139 - 152, 20.12.2023
https://doi.org/10.52826/mcbuefd.1359069

Öz

Bu çalışmada öğretmen adaylarının öz-yeterlik ve öz-yönetimlerinin başarı motivasyonlarına etkisi sınıf yönetimi perspektifinden tartışılmış ve değerlendirilmiştir. Veriler, akademik öz yeterlik ölçeği, öz kontrol ve öz yönetim ölçeği, başarı motivasyonu ölçeği olmak üzere üç veri toplama aracı kullanılarak toplanmıştır. Araştırmanın evreni 2022 – 2023 eğitim-öğretim yılında MCBÜ Pedagojik Formasyon Sertifika Programıdır. Bu dönemde programa 869 öğretmen adayı kayıtlı olup, tabakalı örnekleme yöntemi ve gönüllü katılımları esas alınarak .95 güven düzeyi ve .03 hata payı ile 427 öğretmen adayı araştırmanın örneklemi olarak katılmıştır. Verilerin analizinde SPSS 25 paket programı kullanılmıştır. Öğretmen adaylarının öz yeterlik, öz yönetim ve başarı motivasyon düzeyleri minimum, maksimum, aritmetik ortalama ve standart sapma değerleri kullanılarak tanımlayıcı istatistikler yardımıyla incelenmiştir. Öz yeterlilik algılarının ve öz yönetim davranışlarının etkisi basit doğrusal regresyonla ayrı ayrı analiz edildi. Öz yeterliliğin ve öz yönetimin başarı motivasyonu üzerindeki bütünsel etkisi çoklu doğrusal regresyonla analiz edildi. Elde edilen bulgulara göre öz-yeterlik, öz-yönetim ve başarı motivasyonu düzeylerinin yüksek düzeyde olduğu gözlenmiştir. Ayrıca öz yeterlilik ve öz yönetimin başarı motivasyonu üzerindeki etkisi hem ayrı ayrı hem de birlikte bulunmuştur. Öz-yeterlik ve öz-yönetim başarı motivasyonunu normal düzeyde etkilerken, her ikisini birlikte daha güçlü bir şekilde etkilemektedir. Bu bulgular sınıf yönetimi açısından yorumlanmış ve sınıf yönetimi süreçlerine ilişkin bazı öneriler sunulmuştur.

Kaynakça

  • Akbaba, S. (2006). Eğitimde motivasyon [Motivation in education]. Journal of Kazım Karabekir Education Faculty, 2006 (13), 343 – 361. https://dergipark.org.tr/en/download/article-file/31512
  • Arslanoğlu, İ. (2016). Bilimsel yöntem ve araştırma teknikleri ders notları [Scientific method and research techniques lecture notes] (1st Ed.). Ankara: Gazi Kitapevi.
  • Azer, S. A. (2005). The qualities of a good teacher: How can they be acquired and sustained? Journal of the Royal Society of Medicine, 98 (2), 67 – 69. https://journals.sagepub.com/doi/pdf/10.1177/014107680509800211
  • Bandura, A. (1997). Self – efficacy: The exercise of control. W.H. Freeman and Company.
  • Cautela, J.R. (1969). Behaviour therapy and self – control: Techniques and applications. In Franks, C.M. (Ed.), Behavioural therapy: Appraisal and status (pp. 323 – 340). New York: McGraw – Hill.
  • Çoruk, A. (2019). Evaluation of the decisions of National Education Councils in the planned development period within the framework of educational objectives in Development Plans. Journal of Theory and Practice in Education, 15(4), 297 – 318. https://doi.org/10.17244/eku.646042
  • Doyle, W. (1986) Classroom organization and management, in M. Wittrock (Ed.) Handbook on research on teaching (3rd Ed., pp. 392 – 431). New York: Macmillan.
  • Eccles, J. (1983). Expectancies, values and academic behaviours. In J. T. Spence (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp. 75 – 146). New York: Free man.
  • Eccles, J., Wigfield, A., Harold, R., & Blumenfeld, P. (1993). Age and gender differences in children's self and task perceptions during elementary school. Child Development, 64(3), 830 – 847. https://doi.org/10.2307/1131221
  • Eccles, J., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109 – 132. https://doi.org/10.1146/annurev.psych.53.100901.135153
  • Ercoşkun, M. H. (2016). Adaptation of Self – Control and Self – Management Scale (SCMS) into Turkish culture: A study on reliability and validity. Educational Sciences: Theory & Practice, 16, 1125 – 1145. https://doi.org/10.12738/estp.2016.4.2725
  • Farran, B. (2004). Predictors of academic procrastination in college students (Doctoral thesis, Fordham University). https://www.proquest.com/docview/305185494
  • George, D. & Mallery, P. (2020). IBM SPSS statistics 26 step by step, a simple guide and reference (16th Ed.). New York: Routledge – Taylor & Francis Group.
  • Gürbüz, S. & Şahin, F. (2018). Sosyal bilimlerde araştırma yöntemleri [Research methods in social sciences] (5th Ed.). Ankara: Seçkin Yayıncılık.
  • Howitt, D. & Cramer, D. (2014). Introduction to SPSS in psychology, for version 22 and earlier (6th Ed.). Pearson Education Limited.
  • İlgar, L. (2015). The point of views of classroom teachers who worked both at private and state schools on the differences in classroom management: A qualitative study. HAYEF: Journal of Education, 11(2), 259 – 285. https://dergipark.org.tr/en/download/article-file/93215
  • Kandemir, M., 2010. Akademik erteleme davranışını açıklayıcı bir model [A model explaining academic procrastination behaviour] (Doctoral thesis, Gazi University). https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Kanfer, F. H. (1970). Self – regulation: Research, issues, and speculations. In C. Neuringer & J. L. Michael (Ed.). Behaviour modification in clinical psychology (pp. 178 – 220). New York: Appleton – Century – Crofts.
  • Karakaya, İ. (2014). Bilimsel araştırma yöntemleri [Scientific research methods]. In Tanrıöğen, A. (Ed.), Bilimsel araştırma yöntemleri [Scientific research methods] (4th Ed., pp. 57 – 86). Ankara: Anı Yayıncılık.
  • Kavak, Y. (1997), Eğitim, istihdam ve işsizlik ilişkileri [Education, employment and unemployment relations]. Hacettepe University the Journal of Education, 13(13), 21 – 26. https://dergipark.org.tr/tr/download/article-file/88139
  • Kırmızı, Ö. (2015). The interplay among academic self – concept, self – efficacy, self – regulation and academic achievement of higher education L2 learners. Journal of Higher Education and Science, 5(1), 32 – 40. https://dergipark.org.tr/tr/download/article-file/1711559
  • Kuzu, A. (2013). Araştırmaların planlanması [Planning of studies]. In Kurt, A. A. (Ed.), Bilimsel araştırma yöntemleri [Scientific research methods] (1st Ed., pp. 19 – 46). Ankara: Anadolu University Publications. Lumsden, L. S. (1994). Student motivation to learn (ERIC Digest, Number 92). https://files.eric.ed.gov/fulltext/ED370200.pdf
  • Manz, C. C., & Sims, H. P. (1980). Self – management as a substitute for leadership: A social learning theory perspective. Academy of Management Review, 5(3), 361 – 367. https://doi.org/10.2307/257111
  • Marsh, H. W., Trautwein, U., Lüdtke, O., Baumert, J., & Köller, O. (2007). The big – fish – little – pond effect: Persistent negative effects of selective high schools on self – concept after graduation. American Educational Research Journal, 44(3), 631 – 669. https://doi.org/10.3102/0002831207306728
  • Mezo, P. G. (2009). The self – control and self – management scale (SCMS): Development of an adaptive self – regulatory coping skills instrument. Journal of Psychopathology and Behavioural Assessment, 31(2), 83 – 93. https://doi.org/10.1007/s10862-008-9104-2
  • Özbaşı, D., Cevahir, H. & Özdemir, M. (2018). Adaptation of online learning motivation scale into Turkish: Validity and reliability. Trakya University Journal of Education Faculty, 8(2), 352 – 368. https://doi.org/10.24315/trkefd.331973
  • Özcan, C. & Çalışkan, İ. (2020). Orientation problems in education: Roadmap proposal for Turkey. Manisa Celal Bayar University Journal of the Faculty of Education, 8(1), 46 – 58. https://dergipark.org.tr/tr/download/article-file/1124717
  • Rogers, C. (1959). A theory of therapy, personality, and interpersonal relationships as developed in the client – centred framework. In Koch (Ed.), Psychology: A Story of a Science, (pp. 184 – 256). New York: McGraw – Hill.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54 – 56. https://doi.org/10.1006/ceps.1999.1020
  • Sarıtepeci, M. (2018). Beklenti – değer teorisini temel alan başarı motivasyonu ölçeğini uyarlama çalışması [Adaptation study of the achievement motivation scale based on value – expectancy theory]. International Journal of Education Science and Technology, 4(1), 28 – 40. https://dergipark.org.tr/en/pub/uebt/issue/37056/396404
  • Stronge, J.H., Ward, T.H. & Grant, L.W. (2011) What makes good teachers good? A cross – case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339 – 355. http://dx.doi.org/10.1177/0022487111404241
  • Şahin, B. (2012). Metodoloji [Methodology]. In Tanrıöğen, A. (Ed.), Scientific research methods (4th Ed., pp. 109 – 130). Ankara: Anı Yayıncılık.
  • Tabachnick, B. & Fidell, L. (2013). Using multivariate statistics (6th Ed.). MA: Pearson.
  • Umemoto T, Inagaki T. (2023). Relationship between motivation instability and type of motivation level in university learning based on self – determination theory: A cross – lagged panel model. Psychological Reports, 126(3), 1516 – 1530. https://doi.org/10.1177/00332941211067389
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68 – 81. https://doi.org/10.1006/ceps.1999.1015
  • Yıldız, A. (2019). İşletme alanında nicel araştırma yöntemleri ve yayın etiği [Quantitative research methods and publication ethics in business] (1st Ed). Ankara: Gazi Bookstore.

Evaluation Of Self-Efficacy, Self-Management and Achievement Motivation from The Perspective of Classroom Management

Yıl 2023, Cilt: 11 Sayı: 2, 139 - 152, 20.12.2023
https://doi.org/10.52826/mcbuefd.1359069

Öz

In this study, the effect of pre–service teachers' self–efficacy and self–management on their success motivation were discussed and evaluated from the classroom management perspective. The population of the study was the MCBU Pedagogical Formation Certificate Program in the 2022 – 2023 education year and 427 pre–service teachers participated as the sample of the study. SPSS 25 packet program was used for the analyses of the data. Pre–service teachers' self–efficacy, self – management and achievement motivation levels were examined with the help of descriptive statistics by using minimum, maximum, arithmetic mean, and standard deviation values. The effect of their self–efficacy perceptions and their self – management behaviors were separately analyzed with simple linear regression. The holistic effect of self–efficacy and self–management on achievement motivation was analyzed with multiple linear regression. According to the findings their self–efficacy, self – management and achievement motivation levels were observed at high levels. Also, the effect of self–efficacy and self–management on achievement motivation were found both separately and together. While self–efficacy and self – management affect achievement motivation at a normal level, they are affecting more strongly both together.

Kaynakça

  • Akbaba, S. (2006). Eğitimde motivasyon [Motivation in education]. Journal of Kazım Karabekir Education Faculty, 2006 (13), 343 – 361. https://dergipark.org.tr/en/download/article-file/31512
  • Arslanoğlu, İ. (2016). Bilimsel yöntem ve araştırma teknikleri ders notları [Scientific method and research techniques lecture notes] (1st Ed.). Ankara: Gazi Kitapevi.
  • Azer, S. A. (2005). The qualities of a good teacher: How can they be acquired and sustained? Journal of the Royal Society of Medicine, 98 (2), 67 – 69. https://journals.sagepub.com/doi/pdf/10.1177/014107680509800211
  • Bandura, A. (1997). Self – efficacy: The exercise of control. W.H. Freeman and Company.
  • Cautela, J.R. (1969). Behaviour therapy and self – control: Techniques and applications. In Franks, C.M. (Ed.), Behavioural therapy: Appraisal and status (pp. 323 – 340). New York: McGraw – Hill.
  • Çoruk, A. (2019). Evaluation of the decisions of National Education Councils in the planned development period within the framework of educational objectives in Development Plans. Journal of Theory and Practice in Education, 15(4), 297 – 318. https://doi.org/10.17244/eku.646042
  • Doyle, W. (1986) Classroom organization and management, in M. Wittrock (Ed.) Handbook on research on teaching (3rd Ed., pp. 392 – 431). New York: Macmillan.
  • Eccles, J. (1983). Expectancies, values and academic behaviours. In J. T. Spence (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp. 75 – 146). New York: Free man.
  • Eccles, J., Wigfield, A., Harold, R., & Blumenfeld, P. (1993). Age and gender differences in children's self and task perceptions during elementary school. Child Development, 64(3), 830 – 847. https://doi.org/10.2307/1131221
  • Eccles, J., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109 – 132. https://doi.org/10.1146/annurev.psych.53.100901.135153
  • Ercoşkun, M. H. (2016). Adaptation of Self – Control and Self – Management Scale (SCMS) into Turkish culture: A study on reliability and validity. Educational Sciences: Theory & Practice, 16, 1125 – 1145. https://doi.org/10.12738/estp.2016.4.2725
  • Farran, B. (2004). Predictors of academic procrastination in college students (Doctoral thesis, Fordham University). https://www.proquest.com/docview/305185494
  • George, D. & Mallery, P. (2020). IBM SPSS statistics 26 step by step, a simple guide and reference (16th Ed.). New York: Routledge – Taylor & Francis Group.
  • Gürbüz, S. & Şahin, F. (2018). Sosyal bilimlerde araştırma yöntemleri [Research methods in social sciences] (5th Ed.). Ankara: Seçkin Yayıncılık.
  • Howitt, D. & Cramer, D. (2014). Introduction to SPSS in psychology, for version 22 and earlier (6th Ed.). Pearson Education Limited.
  • İlgar, L. (2015). The point of views of classroom teachers who worked both at private and state schools on the differences in classroom management: A qualitative study. HAYEF: Journal of Education, 11(2), 259 – 285. https://dergipark.org.tr/en/download/article-file/93215
  • Kandemir, M., 2010. Akademik erteleme davranışını açıklayıcı bir model [A model explaining academic procrastination behaviour] (Doctoral thesis, Gazi University). https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Kanfer, F. H. (1970). Self – regulation: Research, issues, and speculations. In C. Neuringer & J. L. Michael (Ed.). Behaviour modification in clinical psychology (pp. 178 – 220). New York: Appleton – Century – Crofts.
  • Karakaya, İ. (2014). Bilimsel araştırma yöntemleri [Scientific research methods]. In Tanrıöğen, A. (Ed.), Bilimsel araştırma yöntemleri [Scientific research methods] (4th Ed., pp. 57 – 86). Ankara: Anı Yayıncılık.
  • Kavak, Y. (1997), Eğitim, istihdam ve işsizlik ilişkileri [Education, employment and unemployment relations]. Hacettepe University the Journal of Education, 13(13), 21 – 26. https://dergipark.org.tr/tr/download/article-file/88139
  • Kırmızı, Ö. (2015). The interplay among academic self – concept, self – efficacy, self – regulation and academic achievement of higher education L2 learners. Journal of Higher Education and Science, 5(1), 32 – 40. https://dergipark.org.tr/tr/download/article-file/1711559
  • Kuzu, A. (2013). Araştırmaların planlanması [Planning of studies]. In Kurt, A. A. (Ed.), Bilimsel araştırma yöntemleri [Scientific research methods] (1st Ed., pp. 19 – 46). Ankara: Anadolu University Publications. Lumsden, L. S. (1994). Student motivation to learn (ERIC Digest, Number 92). https://files.eric.ed.gov/fulltext/ED370200.pdf
  • Manz, C. C., & Sims, H. P. (1980). Self – management as a substitute for leadership: A social learning theory perspective. Academy of Management Review, 5(3), 361 – 367. https://doi.org/10.2307/257111
  • Marsh, H. W., Trautwein, U., Lüdtke, O., Baumert, J., & Köller, O. (2007). The big – fish – little – pond effect: Persistent negative effects of selective high schools on self – concept after graduation. American Educational Research Journal, 44(3), 631 – 669. https://doi.org/10.3102/0002831207306728
  • Mezo, P. G. (2009). The self – control and self – management scale (SCMS): Development of an adaptive self – regulatory coping skills instrument. Journal of Psychopathology and Behavioural Assessment, 31(2), 83 – 93. https://doi.org/10.1007/s10862-008-9104-2
  • Özbaşı, D., Cevahir, H. & Özdemir, M. (2018). Adaptation of online learning motivation scale into Turkish: Validity and reliability. Trakya University Journal of Education Faculty, 8(2), 352 – 368. https://doi.org/10.24315/trkefd.331973
  • Özcan, C. & Çalışkan, İ. (2020). Orientation problems in education: Roadmap proposal for Turkey. Manisa Celal Bayar University Journal of the Faculty of Education, 8(1), 46 – 58. https://dergipark.org.tr/tr/download/article-file/1124717
  • Rogers, C. (1959). A theory of therapy, personality, and interpersonal relationships as developed in the client – centred framework. In Koch (Ed.), Psychology: A Story of a Science, (pp. 184 – 256). New York: McGraw – Hill.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54 – 56. https://doi.org/10.1006/ceps.1999.1020
  • Sarıtepeci, M. (2018). Beklenti – değer teorisini temel alan başarı motivasyonu ölçeğini uyarlama çalışması [Adaptation study of the achievement motivation scale based on value – expectancy theory]. International Journal of Education Science and Technology, 4(1), 28 – 40. https://dergipark.org.tr/en/pub/uebt/issue/37056/396404
  • Stronge, J.H., Ward, T.H. & Grant, L.W. (2011) What makes good teachers good? A cross – case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339 – 355. http://dx.doi.org/10.1177/0022487111404241
  • Şahin, B. (2012). Metodoloji [Methodology]. In Tanrıöğen, A. (Ed.), Scientific research methods (4th Ed., pp. 109 – 130). Ankara: Anı Yayıncılık.
  • Tabachnick, B. & Fidell, L. (2013). Using multivariate statistics (6th Ed.). MA: Pearson.
  • Umemoto T, Inagaki T. (2023). Relationship between motivation instability and type of motivation level in university learning based on self – determination theory: A cross – lagged panel model. Psychological Reports, 126(3), 1516 – 1530. https://doi.org/10.1177/00332941211067389
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68 – 81. https://doi.org/10.1006/ceps.1999.1015
  • Yıldız, A. (2019). İşletme alanında nicel araştırma yöntemleri ve yayın etiği [Quantitative research methods and publication ethics in business] (1st Ed). Ankara: Gazi Bookstore.
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Uygulamalı ve Gelişimsel Psikoloji (Diğer)
Bölüm Araştırma Makaleleri
Yazarlar

Remzi Yıldırım 0000-0002-6918-5416

Gülenaz Selçuk 0000-0002-3578-6010

Yayımlanma Tarihi 20 Aralık 2023
Gönderilme Tarihi 12 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 11 Sayı: 2

Kaynak Göster

APA Yıldırım, R., & Selçuk, G. (2023). Evaluation Of Self-Efficacy, Self-Management and Achievement Motivation from The Perspective of Classroom Management. Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 139-152. https://doi.org/10.52826/mcbuefd.1359069