Araştırma Makalesi
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SATRANÇ OYNAMA MOTİVASYONUNUN SATRANÇ OYUN GÜCÜNE ETKİSİ: ÖZEL YETENEKLİLER ÜZERİNDE BİR İNCELEME

Yıl 2023, Cilt: 13 Sayı: 1, 116 - 126, 31.07.2023
https://doi.org/10.55179/dusbed.1216664

Öz

Satranç, iki oyuncunun oynadığı bir spordur. Bu çalışmanın genel amacı, satranç oyuncularının oyun güçleri üzerinde satranç motivasyonunun etkisinin belirlenmesidir. Bu genel amaç kapsamında araştırmanın ilk aşamasında, bir ölçme aracı Türk kültürüne uyarlanmıştır. Bu aşamada, araştırmaya 294 öğrenci katılmıştır. Çalışmanın ikinci aşamasında da satranç oyun gücü ile satranç motivasyonu arasındaki ilişki incelenmiştir. Bu aşamada ise 1.000 ve üzeri ELO puanına sahip 61 satranç oyuncusu öğrenci çalışmaya dahil edilmiştir. Çalışma grupları özel yetenek tanısı almış öğrencilerden oluşmuştur. Veri toplama aracı olarak kişisel bilgi formu ve satranç oynama motivasyon aracı kullanılmıştır. Veriler, gönüllük esasına göre online olarak toplanmıştır. Çalışma, ilişkisel tarama modelinde sürdürülmüştür. Analizler sonucu ölçme aracının geçerli ve güvenilir sonuçlar verebileceği ve satranç motivasyonunun satranç oyun gücünün %10’unu açıklayabildiği saptanmıştır.

Kaynakça

  • Açış, Y. B. & Ayverdi, L. (2020). The effect of the box games on attention and creativity of gifted and talented students, Erciyes Journal of Education, 4(2), 47–67. https://doi.org/10.32433/eje.753698
  • Aslan, M. & Doğan, S. (2020). Dışsal motivasyon, içsel motivasyon ve performans etkileşimine kuramsal bir bakış. Süleyman Demirel Üniversitesi Vizyoner Dergisi, 11(26), 291–301.
  • Avni, A., Kipper, D. A. & Fox, S. (1987). Personality and leisure activities: An illustration with chess players. Personality and Individual Differences, 8(5), 715–719.
  • Bilalic, M., McLeod, P. & Gobet, F. (2007). Does chess need intelligence? A study with young chess players. Intelligence, 35, 457–470. doi:10.1016/j.intell.2006.09.005
  • Bryne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd edt.), New York: Routledge Taylor & Francis Group.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (7th edt) (Data analysis in social sciences: Statistics, research pattern, SPSS application, and remark). Ankara: PegemA publishing.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E. & Karadeniz, Ş. (2016). Bilimsel araştırma yöntemleri (Scientific research methods) (20. baskı). Ankara: Pegem Publishing.
  • Bottino, R. M., Ott, M., & Benigno, V. (2009, October). Digital mind games: experiencebased reflections on design and interface features supporting the development of reasoning skills. In Proceedings of the 3rd European Conference on Games–Based Learning (ECGBL), Graz, Austria.
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları (2nd edt) (Multivariate statistics for social sciences SPSS and LISREL applied). Ankara: Pegem Press. De Bruin A. B. H., Rikers, R. M. J. P. & Schmidt, H. G. (2007). The influence of achievement motivation and chess–specific motivation on deliberate practice. Journal of Sport & Exercise Psychology, 29, 561–583.
  • Duffy, L.J., Baluch, B., & Ericsson, K.A. (2004). Dart performance as a function of facets of practice amongst professional and amateur men and women players. International Journal of Sport Psychology, 35, 232–245.
  • Durr, W. K. (1979). Characteristics of gifted children: Ten years of research. In Gowan, J., C., Torrance, E., P., (Ed), Educating the ablest: A book of readings on the education of gifted children. (pg.23–32), Illinois: Peacock Publisher.
  • Ferguson, R. (1995). Chess in education research summary, paper presented at the Chess in Education a Wise Move Conference at the Borough of Manhattan Community College. 30.06.2014, Retrieved from http://www.gardinerchess.com/publications/ciers.pdf.
  • Frydman, M. & Lynn, R. (1992). The general intelligence and spatial abilities of gifted young Belgian chess players. British Journal of Psychology, 83, 233–235.
  • Gliga, F. & Flesner, P. I. (2014). Cognitive benefits of chess training in novice children. Procedia–Social and Behavioral Sciences, 116, 962–967.
  • Grabner, R. H. (2014). The role of intelligence for performance in the prototypical expertise domain of chess. Intelligence, 45, 26–33. doi:10.1016/j.intell.2013.07.023
  • Grabner, R. H., Stern, E. & Neubauer, A. C. (2007). Individual differences in chess expertise: A psychometric investigation. Acta Psychologica, 124(3), 398–420. doi:10.1016/j.actpsy.2006.07.008
  • Hambleton, R. K. (2005). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures, In Hambleton R. K., Merenda, C. D., & Spielberger, C. D., (Eds), Adapting educational and psychological tests for cross–cultural assessment, (pg.3–38), New Jersey: Lawrence Erlbaum Associates Publishers.
  • Hodges, N.J., Kerr, T., Starkes, J.L., Weir, P.L., & Nananidou, A. (2004). Predicting performance times from deliberate practice hours for triathletes and swimmers: What, when, and where is practice important? Journal of Experimental Psychology: Applied, 10(4), 219–237
  • Horgan, D. D. & Morgan, D. (1990). Chess expertise in children. Applied Cognitive Psychology, 4(2), 109–128. doi: 10.1002/acp.2350040204
  • Hooper, D., Coughlan, J. & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. doi: 10.1080/10705519909540118
  • Kelly, E. J. (1985). The personality of chess players. Journal of Personality Assessment, 49, 282–284.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd edt.), NewYork: Guilford Press.
  • Jeltova, I. & Grigorenko, E., L., (2005): Systemic approaches to giftedness. In Sternberg R., J., Davidson, J., E., (Ed) Conceptions of giftedness (2th Edt.), (pg.171–186), Cambridge: Cambridge University Press.
  • Nicolopoulou, A. (2004). Oyun, bilişsel gelişim ve toplumsal dünya: Piaget, Vygotsky ve sonrası, çev. Melike Türkan Bağlı, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 37(2), 137–169.
  • Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definations and new directions. Contemporary Educational Psychology, 25, 54–67.
  • Sak, U. (2010). Üstün zekalılar özellikleri tanılanmaları ve eğitimleri [Gifted students characteristics, identification and their education]. Ankara: Maya Academy.
  • Şahin, F. (2017). Chess: A game of kings or the king of games? A study of creativity in gifted and non–gifted students, Karaelmas Eğitim Bilimleri Dergisi, 5(2), 263–272.
  • Viau, R. (2009). La motivation a apprendre en milieu scolaire (Okulda motivasyon: Okulda güdüleme ve güdülenmeyi öğrenme). Yusuf Budak (Çev.). Ankara: Anı yayıncılık.
  • Weston, R. & Gore, P. A. (2006). A brief guide to structural equation modeling. The Counseling Psychologist, 34(5), 719–751. https://doi.org/10.1177/0011000006286345
Yıl 2023, Cilt: 13 Sayı: 1, 116 - 126, 31.07.2023
https://doi.org/10.55179/dusbed.1216664

Öz

Kaynakça

  • Açış, Y. B. & Ayverdi, L. (2020). The effect of the box games on attention and creativity of gifted and talented students, Erciyes Journal of Education, 4(2), 47–67. https://doi.org/10.32433/eje.753698
  • Aslan, M. & Doğan, S. (2020). Dışsal motivasyon, içsel motivasyon ve performans etkileşimine kuramsal bir bakış. Süleyman Demirel Üniversitesi Vizyoner Dergisi, 11(26), 291–301.
  • Avni, A., Kipper, D. A. & Fox, S. (1987). Personality and leisure activities: An illustration with chess players. Personality and Individual Differences, 8(5), 715–719.
  • Bilalic, M., McLeod, P. & Gobet, F. (2007). Does chess need intelligence? A study with young chess players. Intelligence, 35, 457–470. doi:10.1016/j.intell.2006.09.005
  • Bryne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd edt.), New York: Routledge Taylor & Francis Group.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (7th edt) (Data analysis in social sciences: Statistics, research pattern, SPSS application, and remark). Ankara: PegemA publishing.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E. & Karadeniz, Ş. (2016). Bilimsel araştırma yöntemleri (Scientific research methods) (20. baskı). Ankara: Pegem Publishing.
  • Bottino, R. M., Ott, M., & Benigno, V. (2009, October). Digital mind games: experiencebased reflections on design and interface features supporting the development of reasoning skills. In Proceedings of the 3rd European Conference on Games–Based Learning (ECGBL), Graz, Austria.
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları (2nd edt) (Multivariate statistics for social sciences SPSS and LISREL applied). Ankara: Pegem Press. De Bruin A. B. H., Rikers, R. M. J. P. & Schmidt, H. G. (2007). The influence of achievement motivation and chess–specific motivation on deliberate practice. Journal of Sport & Exercise Psychology, 29, 561–583.
  • Duffy, L.J., Baluch, B., & Ericsson, K.A. (2004). Dart performance as a function of facets of practice amongst professional and amateur men and women players. International Journal of Sport Psychology, 35, 232–245.
  • Durr, W. K. (1979). Characteristics of gifted children: Ten years of research. In Gowan, J., C., Torrance, E., P., (Ed), Educating the ablest: A book of readings on the education of gifted children. (pg.23–32), Illinois: Peacock Publisher.
  • Ferguson, R. (1995). Chess in education research summary, paper presented at the Chess in Education a Wise Move Conference at the Borough of Manhattan Community College. 30.06.2014, Retrieved from http://www.gardinerchess.com/publications/ciers.pdf.
  • Frydman, M. & Lynn, R. (1992). The general intelligence and spatial abilities of gifted young Belgian chess players. British Journal of Psychology, 83, 233–235.
  • Gliga, F. & Flesner, P. I. (2014). Cognitive benefits of chess training in novice children. Procedia–Social and Behavioral Sciences, 116, 962–967.
  • Grabner, R. H. (2014). The role of intelligence for performance in the prototypical expertise domain of chess. Intelligence, 45, 26–33. doi:10.1016/j.intell.2013.07.023
  • Grabner, R. H., Stern, E. & Neubauer, A. C. (2007). Individual differences in chess expertise: A psychometric investigation. Acta Psychologica, 124(3), 398–420. doi:10.1016/j.actpsy.2006.07.008
  • Hambleton, R. K. (2005). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures, In Hambleton R. K., Merenda, C. D., & Spielberger, C. D., (Eds), Adapting educational and psychological tests for cross–cultural assessment, (pg.3–38), New Jersey: Lawrence Erlbaum Associates Publishers.
  • Hodges, N.J., Kerr, T., Starkes, J.L., Weir, P.L., & Nananidou, A. (2004). Predicting performance times from deliberate practice hours for triathletes and swimmers: What, when, and where is practice important? Journal of Experimental Psychology: Applied, 10(4), 219–237
  • Horgan, D. D. & Morgan, D. (1990). Chess expertise in children. Applied Cognitive Psychology, 4(2), 109–128. doi: 10.1002/acp.2350040204
  • Hooper, D., Coughlan, J. & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. doi: 10.1080/10705519909540118
  • Kelly, E. J. (1985). The personality of chess players. Journal of Personality Assessment, 49, 282–284.
  • Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd edt.), NewYork: Guilford Press.
  • Jeltova, I. & Grigorenko, E., L., (2005): Systemic approaches to giftedness. In Sternberg R., J., Davidson, J., E., (Ed) Conceptions of giftedness (2th Edt.), (pg.171–186), Cambridge: Cambridge University Press.
  • Nicolopoulou, A. (2004). Oyun, bilişsel gelişim ve toplumsal dünya: Piaget, Vygotsky ve sonrası, çev. Melike Türkan Bağlı, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 37(2), 137–169.
  • Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definations and new directions. Contemporary Educational Psychology, 25, 54–67.
  • Sak, U. (2010). Üstün zekalılar özellikleri tanılanmaları ve eğitimleri [Gifted students characteristics, identification and their education]. Ankara: Maya Academy.
  • Şahin, F. (2017). Chess: A game of kings or the king of games? A study of creativity in gifted and non–gifted students, Karaelmas Eğitim Bilimleri Dergisi, 5(2), 263–272.
  • Viau, R. (2009). La motivation a apprendre en milieu scolaire (Okulda motivasyon: Okulda güdüleme ve güdülenmeyi öğrenme). Yusuf Budak (Çev.). Ankara: Anı yayıncılık.
  • Weston, R. & Gore, P. A. (2006). A brief guide to structural equation modeling. The Counseling Psychologist, 34(5), 719–751. https://doi.org/10.1177/0011000006286345
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Özel Eğitim ve Engelli Eğitimi
Bölüm Derleme Makaleler
Yazarlar

Feyzullah Şahin 0000-0003-1708-5592

Hanımzer Aslan 0000-0001-7857-6948

Erken Görünüm Tarihi 21 Temmuz 2023
Yayımlanma Tarihi 31 Temmuz 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 13 Sayı: 1

Kaynak Göster

APA Şahin, F., & Aslan, H. (2023). SATRANÇ OYNAMA MOTİVASYONUNUN SATRANÇ OYUN GÜCÜNE ETKİSİ: ÖZEL YETENEKLİLER ÜZERİNDE BİR İNCELEME. Düzce Üniversitesi Sosyal Bilimler Dergisi, 13(1), 116-126. https://doi.org/10.55179/dusbed.1216664