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Sosyal Bilgiler Odaklı Başarı Yönelimleri Ölçeği (SOBYÖ): Geçerlik ve Güvenirlik Çalışması

Year 2016, Volume: 7 Issue: 2, 335 - 354, 20.12.2016

Abstract

Bu araştırmanın amacı, öğrencilerin sosyal bilgiler başarı yönelimlerini geçerli ve güvenilir olarak ölçmeye olanak tanıyacak bir ölçme aracı geliştirmektir. Araştırma, 2014-2015 eğitim-öğretim yılı güz döneminde Diyarbakır ili merkez ilçelerinde öğrenim gören toplam 374 ortaokul öğrencisinden oluşan bir çalışma grubu üzerinde gerçekleştirilmiştir. Ölçeğin kapsam ve görünüş geçerliği için uzman görüşüne başvurulmuş, yapı geçerliği için Açımlayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizi (DFA) uygulanmıştır. AFA sonucunda, toplam varyansın %50.82’sini açıklayan, 29 madde ve altı faktörden oluşan bir yapı elde edilmiştir. Bu doğrultuda birinci faktör içsel yaklaşma (İY), ikinci faktör mutlak yaklaşma (MY), üçüncü faktör bağıl yaklaşma (BY), dördüncü faktör mutlak kaçınma  (MK), beşinci faktör bağıl kaçınma (BK) ve altıncı faktör içsel kaçınma (İK) olarak isimlendirilmiştir. DFA’dan elde edilen bulgular ve hesaplanan uyum indeksleri, Sosyal Bilgiler Odaklı Başarı Yönelimleri Ölçeği’ne ilişkin 29 madde ve altı faktörlü yapının doğrulandığını göstermiştir. Ölçeğin güvenirliği iç tutarlılık yöntemiyle incelenmiş ve hesaplanan güvenirlik katsayılarının kabul edilebilir sınırlar içerisinde yer aldığı saptanmıştır. Madde korelasyonu ile %27’lik alt-üst grup karşılaştırmaları sonucunda ölçekten çıkarılması gereken bir madde olmadığı kararına varılmıştır. Araştırmadan elde edilen sonuçlar, ölçeğin öğrencilerin sosyal bilgiler başarı yönelimlerini ölçmek amacıyla kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

 

 

References

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  • Ames, C., and Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.
  • Anderman L. (1999). Classroom goal orientation, school belonging, and social goals as predictors of students’ positive and negative affect following the transition to middle school. Journal of Research and Development in Education. 32, 89-103.
  • Anderman, E.M., and Midgley, C. (1996). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle level schools. Contemporary Educational Psychology, 22, 269-298.
  • Anderman, E.M., and Wolters, C.A. (2006). Goals, values, and affect: Influences on student motivation. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (pp. 369-389). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
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  • İzci, E. ve Koç, S. (2012). Pedagojik formasyon eğitimi alan öğrencilerin başarı yönelim düzeylerinin incelenmesi. Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 4(8), 31-43.
  • Jagacinski, C., and Nicholls, J. (1987). Competence and affect in task involvement and ego involvement: The impact of social comparison information. Journal of Educational Psychology, 79, 107-114.
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Year 2016, Volume: 7 Issue: 2, 335 - 354, 20.12.2016

Abstract

References

  • Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamaları. İstanbul: İdeal Kültür Yayıncılık.
  • Akın, A. ve Çetin, B. (2007). Başarı Yönelimleri Ölçeği, Geçerlik ve Güvenirlik Çalışması. Eğitim Araştırmaları, 26, 1-12.
  • Akın, A. (2006). 2x2 başarı yönelimleri ölçeği: geçerlik ve güvenirlik çalışması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 12, 1-13.
  • Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A cognitive-motivational analysis. In C. Ames & R. Ames (Eds.), Research on motivation in education, (3, pp. 177–207). New York, NY: Academic Press.
  • Ames, C. (1992a). Achievement goals and the classroom motivational climate. In D.H. Schunk & J. Meece (Eds.), Student perceptions in the classroom (pp. 327-348). Hillsdale, NJ: Erlbaum.
  • Ames, C. (1992b). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
  • Ames, C., and Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.
  • Anderman L. (1999). Classroom goal orientation, school belonging, and social goals as predictors of students’ positive and negative affect following the transition to middle school. Journal of Research and Development in Education. 32, 89-103.
  • Anderman, E.M., and Midgley, C. (1996). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle level schools. Contemporary Educational Psychology, 22, 269-298.
  • Anderman, E.M., and Wolters, C.A. (2006). Goals, values, and affect: Influences on student motivation. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (pp. 369-389). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Anderman, E.M., Austin, C.C., and Johnson, D.M. (2002). The development of goal orientation. In A. Wigfield & J.S. Eccles (Eds.), Development of achievement motivation (pp. 197-220). San Diego: Academic Press.
  • Anderman, L.H., and Anderman, E.M. (2000). Considering contexts in educational psychology: ıntroduction to the special ıssue. Educatıonal Psychologist, 35(2), 67-68.
  • Bandura, A. (1977) Self-efficacy: toward a unifying theory of behavioural change. Psychological Review, 84, 191-215.
  • Bandura, A. (1986). The social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (1991). Social cognitive theory of moral thought and action. In Kurtines W.M. & Gewirtz, J.L. (Eds.), Handbook of moral behavior and development (pp. 45-103). Hillsdale, NJ: Erlbaum.
  • Bentler, P.M. (1980). Multivariate analysis with latent variables: Causal modeling. Annual Review of Psychology, 31, 419-456.
  • Bentler, P.M., and Bonett, D.G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588-606.
  • Brookhart, S.M., and Bronowicz, D.L. (2003). I don't like writing. It makes my fingers hurt: Students talk about their classroom assessments. Assessment in education: Principles, Policy & Practice, 10(2), 221-242.
  • Brookhart, S.M., and DeVoge, J.G. (1999). Testing a theory about the role of classroom assessment in student motivation and achievement. Applied Measurement in Education, 12, 409- 425.
  • Buldur, S. (2014). Öğrencilerin sınıf-içi değerlendirme ortamına ilişkin algıları ile başarı amaç oryantasyonları arasındaki ilişkinin incelenmesi: Cinsiyet perspektifi. Eğitim ve Bilim, 39(176), 213-225.
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayınları
  • Byrne, B.M. (2010). Structural Equation Modeling with AMOS: Basic Concepts, Applications and Programming. New York, NY: Taylor and Francis Group.
  • Canıdemir, A. (2013). Ortaöğretim öğrencilerinin öğrenme yaklaşımları ve başarı amaç yönelimlerinin akademik başarı ile ilişkisinin incelenmesi. Yayımlanmamış yüksek lisans tezi. Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040 –1048.
  • Dweck, C.S., and Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
  • Elliot, A., and McGregor, H. (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-509.
  • Elliot, A.J. (1997). Integrating “classic” and “contemporary” approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In P. Pintrich & M. Maehr (Eds.), Advances in motivation and achievement, (pp. 143-179). Greenwich, CT: JAI Press.
  • Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
  • Elliot, A.J. (2005). A conceptual history of the achievement goal construct. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation. New York: Guilford Press
  • Elliot, A.J., and Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
  • Elliot, A.J., and Covington, M.V. (2001). Approach and avoidance motivation. Educational Psychology Review, 13(2), 73-92.
  • Elliot, A.J., and Harackiewicz, J.M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-470.
  • Elliot, A.J., and Thrash, T.M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational
  • Psychology Review, 13, 139-156.
  • Elliot, A.J., Murayama, K., and Pekrun, R. (2011). A 3 x 2 achievement goal model. Journal of Educational Psychology, 103, 632-648.
  • Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme. Ankara: Pegem Akademi Yayınları.
  • Field, A. (2009). Discovering statics using SPSS. London: SAGE Publications.
  • Harackiewicz, J.M., Barron, K.E., Karter, S.M., Lahte, A.T., and Elliot, A.J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73(6), 1284-1295.
  • Hu, L.T., and Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1-55.
  • İlhan, M. ve Çetin, B. (2014). Matematik başarı yönelimleri ölçeğinin geliştirilmesi (MBYÖ): geçerlik ve güvenirlik çalışması. International Online Journal of Educational Sciences, 6(3), 682-705.
  • İzci, E. ve Koç, S. (2012). Pedagojik formasyon eğitimi alan öğrencilerin başarı yönelim düzeylerinin incelenmesi. Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 4(8), 31-43.
  • Jagacinski, C., and Nicholls, J. (1987). Competence and affect in task involvement and ego involvement: The impact of social comparison information. Journal of Educational Psychology, 79, 107-114.
  • Jagacinski, C.M., and Strickland, O.J. (2000). Task and ego orientation the role of goal orientations in anticipated affective reactions to achievement outcomes. Learning and Individual Difference, 12, 189-208.
  • Kaplan, A., and Midgley, C. (1999). The relationship between perceptions of the classroom goal structure and early adolescents’ affect in school: The mediating role of coping strategies. Learning and Individual Differences, 11, 187-212.
  • Keys, T.D., Conley, A.M., Duncan, G.J., and Domina, T. (2012). The role of goal orientations for adolescent mathematics achievement. Contemporary Educational Psychology, 37(1), 47-54.
  • Kline, R.B. (2011). Principles and practice of structural equation modeling. New York: The Guilford Press.
  • Maehr, M.L., & Nicholls, J.G. (1980). Culture and achievement motivation: A second look. In N. Warren (Ed.), Studies in cross-cultural psychology (3, pp. 221–267). New York, NY: Academic Press.
  • Marsh, H.W., Hau, K.T., Artelt, C., Baumert, J., and Peschar, J.L. (2006). OECD’s brief self-report measure of educational psychology’s most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6(4), 311-360.
  • Meece, J.L., and Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of Educational Psychology, 85, 582-590.
  • Meece, J.L., Blumfeld, P.C., and Hoyle, R.K. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514-523.
  • Meyers, L.S., Gamst, G., and Guarino, A. (2006). Applied multivariate research: Design and interpretation. Thousand Oaks, CA: Sage.
  • Middleton, M.J., and Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710-718.
  • Middleton, M.J., Kaplan, A., and Midgley, C. (2004). The change in middle school students ‘achievement goals in mathematics over time. Social Psychology of Education, 7, 289-311.
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There are 81 citations in total.

Details

Journal Section Articles
Authors

Melehat Gezer

İbrahim Fevzi Şahin

Publication Date December 20, 2016
Published in Issue Year 2016 Volume: 7 Issue: 2

Cite

APA Gezer, M., & Şahin, İ. F. (2016). Sosyal Bilgiler Odaklı Başarı Yönelimleri Ölçeği (SOBYÖ): Geçerlik ve Güvenirlik Çalışması. Journal of Measurement and Evaluation in Education and Psychology, 7(2), 335-354.