High School Students’ Achievement Goals: Assessing Gender, Grade Level and Parental Education

Yıl 2014, Cilt: 43 Sayı: 1, 63 - 73, 08.03.2014

Devrim Erdem-keklik İbrahim Keklik

https://doi.org/10.14812/cufej.2014.005

Öz

The purpose of this study was to investigate the relationship between high school students’ goal orientations, and their gender, grade level and parents’ level of education. Data were collected from 266 high school students in Turkey during the Spring semester of 2011-2012. A multiple-goal perspective with approach and avoidance dimensions was considered. Goal orientations of learning-approach (LPGO), learning-avoidance (LVGO), performance-approach (PPGO), and performance-avoidance (PVGO) were measured using the 2x2 Achievement Goal Orientation Scale developed by Akın in 2006. A series of multivariate ANOVAs and univariate F-tests were conducted with gender, grade level and parental level of education as independent variables, and with LPGO, LVGO, PPGO, and PVGO as dependent variables. Findings showed that there were significant differences on gender and grade level, but no significant associations between the scale scores and parental level of education.

Anahtar Kelimeler

Goal orientations, High school students, Gender

Devrim ERDEM-KEKLİKa*, İbrahim KEKLİKb

Öz

Kaynakça

• Abrahamsen, F. E., Robert, G. C., & Pensgaard, A. M. (2007). Achievement goals and gender effects on multidimensional anxiety in national elite sport. Psychology of Sport Exercise, 9, 449-464.
• Akın, A. (2006). 2X2 Başarı Yönelimleri Ölçeği: Geçerlik ve güvenirlik çalışması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 12, 1-13.
• Akın, A. (2007). Akademik kontrol odağı ölçeği: Geçerlik ve güvenirlik çalışması. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 34 (3), 9-17.
• Akın, A., (2012). Self-compassion and automatic thoughts. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 1-10.
• Akın, A. (2012). Self-handicapping scale: A study of validity and reliability. Education and Science, 37 (164), 177-188.
• Amato, P. R., & Gilbreth, J. G. (1999). Nonresident fathers and children’s well-being: A meta-analysis. Journal of Marriage and the Family, 61, 557-573.
• Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A cognitive-motivational analysis. In R. Ames & C. Ames (Eds.), Research on motivation in education. Vol. 1: Student Motivation (pp. 177-208). Greenwich, CT: Academic Press.
• Atkinson, J. W. (1957). Motivational determinants of risk taking behavior. Psychological Review, 64, 359-372.
• Arslan, A. (2011). Öğretmen adaylarının amaç yönelimleri ile yapılandırmacılığa yönelik görüşlerinin incelenmesi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 30 (1), 107-122.
• Bacanlı, F. & Sürücü, M. (2006). ilköğretim 8. sınıf öğrencilerinin sınav kaygıları ve karar verme stilleri arasındaki ilişkilerin incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi,45, 7-35.
• Blanchard, C., & Vallerand, R.J. (1996). On the social and interpersonal determinants of situational motivation. (Unpublished manuscript). University of Quebec at Montreal, Canada.
• Brophy, J. (2005). Goal theorists should move on from performance goals. Educational Psychologist, 40(3), 167-76.
• Chan, K. W. (2007). Hong Kong teacher education students' goal orientations and their relationship to perceived parenting style. Educational Psychology, 27, 157-172.
• Ciani, K. D., Middleton, M. J., Summers, J. J., & Sheldon, K. M. (2010). Buffering against performance classroom goal structures: The importance of autonomy support and classroom community. Contemporary Educational Psychology, 35, 88–99. doi:10.1080/01443411003660232.
• De Bruyn, E. H; Dekovid, M. & Meijnen, G. W. (2003). Parenting goal orientations; classroom behaviour and school success in early adolescence. Journal of Applied Developmental Psychology, 24 (4) 393-412.
• Dornbusch, S. M., & Wood, K. D. (1989). Family processes and educational achievement. In W. J. Weston (Ed.), Education and the American family: A research synthesis (pp. 66–95). New York: New York University Press.
• Dweck, C.S. (1986). Motivational processes affect learning. American Psychologist, 41, 1040-1048.
• Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256 – 273.
• Eccles, J. S., Barber, B. L., & Jozefowicz, D. (1999). Linking gender to educational, occupational, and recreational choices: Applying the Eccles et al. model of achievement-related choices Sexism and stereotypes in modern society: The gender science of Janet Taylor Spence. (pp. 153-191). Washington, DC: American Psychological Association.
• Elliot, A. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
• Elliot, A., & McGregor, H. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80 (3), 501-519.
• Eraslan, A. (2009). Finlandiya’nın PISA’daki başarısının nedenleri: Türkiye için alınacak dersler. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 3 (2), 238–248.
• Erdem-Keklik, D., & Keklik, İ. (2012). Exploring the factor structure of the 2x2 achievement goal orientation scale with high school students. Paper presented at the 3rd World Conference on Psychology, Counseling and Guidance in İzmir.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th editon). New York, NY: McGraw Hill.
• Erözkan, A. (2004). Üniversite öğrencilerinde sınav kaygısı ve başa çıkma davranışları. Muğla Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12, 13-38.
• Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). The inner resources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83, 508–517.
• Keith, T. Z., Keith, P. B., Troutman, G. C; Bickley, P. G; Trivett, P. S., & Singh, K. (1993). Does parental involvement affect eighth grade student achievement? Structural analysis of national data. School Psychology Review, 22, 474-496.
• Lamborn, S. D., Mounts, N. S., Steınberg, L., & Dornbusch, S. M. (1991) Patterns of competence and adjustment among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development, 62, 1049-1065.
• Lepper, M. R. (1988). Motivational considerations in the study of instruction. Cognition and Instruction, 5, 289-310.
• Lin, C, J., Hung, P. H., & Lin, S. (2006). The power of goal orientation in predicting student mathematics achievement. In Novotná, J., Moraová, H., Krátká, M. & Stehlíková, N. (Eds.). Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education, 4, 73-80.
• Maehr, M.L. (1983). On doing well in science: Why Johnny no longer excels: why Sarah never did. In S.G. Paris, G.M. Olson, & H.W. Stevenson (Eds.), Learning and motivation in the classroom (pp. 179–210). Hillsdale, NJ: Erlbaum.
• McKinney, A. P. (2003). Goal orientation: A test of competing models. (Unpublished doctoral dissertation), Virginia Polytechnic Institute and State University.
• Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710 – 718.
• Midgley, C., Kaplan, A., Middleton, M., Urdan, T., Maehr. M. L., Hicks, L., Anderman, E., & Roeser, R. W. (1998). Development and validation of scales assessingstudents’ achievement goal orientation. Contemporary Educational Psychology, 23, 113-131.
• Midgley, C., & Urdan, T. (1995). Predictors of the use of self-handicapping strategies in middle school. Journal of Early Adolescence, 15, 389-411.
• Middleton, M. J., Kaplan, A., & Midgley, C. (2004). The change in middle school students’ achievement goals in mathematics over time. Social Psychology of Education 7, 289–311.
• Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L. H., Anderman, E., & Roeser, R. (1998). The development and validation of scales assessing students’ achievement goal orientations. Contemporary Educational Psychology, 23, 113−131.
• Murayama, K., & Elliot, A. J. (2009). The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. Journal of Educational Psychology, 101 (2), 432–447. doi:10.1037/a0014221.
• Nicholls, J., & Miller, A.T. (1984). Development and its discontents: The differentiation of the concept of ability. In J. Nicholls (Ed.), Advances in motivation and achievement: Vol. 3. The development of achievement motivation (pp. 185-218). Greenwich, CT: JAI Press.
• Özer, A., & Altun, E. (2011). Üniversite öğrencilerinin akademik erteleme nedenleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 21, 45-72.
• Palancı, M., Özbay, Y., Kandemir, M., ve Çakır, O. (2010). Üniversite öğrencilerinin başarı amaçlılıklarının beş faktör kişilik modeli ve mükemmeliyetçilik kişilik özellikleri ile açıklanması. Türkiye Sosyal Araştırmalar Dergisi, 14 (1), 31-46.
• Patrick, H., Ryan, A., & Pintrich, P. R. (1999). The differential impact of extrinsic and mastery goal orientations on males' and females' self-regulated learning. Learning and Individual differences, 11, 153-171.
• Pintrich, P. R. (2000a). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92–104.
• Pintrich, P. R. (2000b). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner, (Eds.), Handbook of self-regulation: Theory, research, and applications (pp. 451 – 502). San Diego, CA: Academic Press.
• Roebken, H. (2007). Multiple goals, satisfaction, and achievement in university undergraduate education: A student experience in the research university (SERU) project research paper. Research and Occasional Paper Series: CSHE.2.07. Berkeley,CA: University of California.
• Ryan, R. M., & Deci, E. L. (2007). Active human nature: Self-determination theory and the promotion and maintenance of sport, exercise, and health. In M. S. Hagger, & N. L. D. Chatzisarantis (Eds.), Intrinsic motivation and self-determination in exercise and sport (pp. 1-19). Champaign, IL: Human Kinetics.
• Skaalvik, E .M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 1–11.
• Somuncuoğlu, Y. & Yıldırım, A. (1999). Relationship between achievement goal orientations and use of learning strategies. Journal of Educational Research, 92 (5), 267-277.
• Srivastawa, R. K. (1995). Effect of the parent-child relationship perception upon the academic achievement of 5th class pupils. Journal of Psychocultural Dimension, 11, 27-31.
• Steınberg, L., Lamborn, S., Darlıng, N., Mounts, N., & Dornbusch, S. M. (1994) Over-time changes in adjustment and competence among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development, 65, 754-770.
• Turkish Statistical Institute-TÜİK. (2012). Address based population registration system results. Retrieved from http://www.tuik.gov.tr/PreTablo.do?alt_id=1059‎
• Urdan, T. (2004). Using multiple methods to assess students’ perceptions of classroom goal structures. European Psychologist, 4, 222–231. doi:10.1027/1016-9040.9.4.222.
• Was, C. (2006). Academic achievement goal orientation: Taking another look. Electronic Journal of Research in Educational Psychology, 4(3), No.10, 529-550.
• Weiss, M. R. (1993). Psychological effects of intensive sport participation on children and youth: Self-esteem and motivation. In B. Cahill & Pearl, A. J. (Ed.), Intensive training and participation in youth sports (pp. 39-70). Champaign, IL: Human Kinetics.