Year 2017, Volume 18, Issue 2, Pages 676 - 701 2017-12-29

Kendini Engellemenin Yordayıcıları Olarak Öz Saygı, Öz Anlayış ve Akademik Özyeterlilik

Funda Barutçu Yıldırım [1] , Ayhan Demir [2]

391 1122

Bu çalışmanın amacı, öz saygı, öz anlayış ve akademik özyeterlilik değişkenlerinin üniversite öğrencilerinde kendini engellemeyi ne ölçüde yordadığını incelemektir. Çalışmaya katılan 767 lisans öğrencisinin 392’si kadın, 375’i erkektir. Veriler, Kendini Sabotaj Ölçeği, Rosenberg Öz Saygı Ölçeği, Öz Anlayış Ölçeği, Akademik Özyeterlilik Ölçeği ve demografik veri formu kullanılarak toplanmıştır. Öz saygı, öz anlayış ve akademik öz yeterliliğin, kendini engellemeyi ne ölçüde yordadığını bulmak amacıyla iki aşamalı hiyerarşik regresyon analizi yapılmıştır. İlk aşamada, öz saygının varyansın % 31’ini; ikinci aşamada, öz anlayış ve akademik özyeterliliğin birlikte varyansın % 8’ini açıkladığı bulunmuştur. Öz anlayış ve akademik özyeterliliğin kısmi varyansları sırası ile % 7 ve % 1’dir. Sınanan model toplam varyansın % 39’unu açıklamıştır.

kendini engelleme, öz saygı, öz anlayış, akademik özyeterlilik
  • Akın, A.(2012). Kendini Sabotaj Ölçeği: Geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 37(164), 176-187.
  • Akın, Ü., ve Akın, A. (2015). The predictive role of self-compassion on self-handicapping in Turkish university students. Ceskoslovenska Psychologie, 59(1), 33-43.
  • Arazzini-Stewart, M., ve De George-Walker, L. (2014). Self-handicapping, perfectionism, locus of control and self-efficacy: A path model. Personality and Individual Differences, 66, 160-164. doi: 10.1016/j.paid.2014.03.038
  • Barzegar, K., ve Khezri, H. (2012). Predicting academic cheating among the fifth grade students: The role of self-efficacy and academic self-handicapping. Journal of Life Science and Biomedicine, 2(1), 1-6.
  • Baumeister, R. F. (1993). Understanding the inner nature of low self-esteem: Uncertain, fragile, protective, and conflicted. İçinde R. Baumeister (Ed.), Self-esteem: The puzzle of low self-regard (s. 201-218). New York: Plenum Press.
  • Baumeister, R. F., Campbell, J. D., Krueger, J. I., ve Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4(1), 1-44. doi: 10.1111/1529-1006.01431
  • Baumeister, R. F., Heatherton, T. F., ve Tice, D. M. (1993). When ego threats lead to self-regulation failure: negative consequences of high self-esteem. Journal of Personality and Social Psychology, 64(1), 141-156. doi: 10.1037/0022-3514.64.1.141
  • Baumeister, R. F., Smart, L., ve Boden, J. M. (1996). Relation of threatened egotism to violence and aggression: The dark side of high self-esteem. Psychological Review, 103(1), 5-33. doi: 10.1037/0033-295X.103.1.5
  • Blaine, B., ve Crocker, J. (1993). Self-esteem and self-serving biases in reaction to positive and negative events: An integrative review. İçinde R. Baumeister (Ed.), Self-esteem: The puzzle of low self-regard (s. 55– 85). New York: Plenum Press.
  • Britner, S. L., ve Pajares, F. (2006). Sources of science self-efficacy of middle school students. Journal of Research in Science Teaching, 43, 485-499. Brown, J. D. (1998). The Self. California: McGraw-Hill.
  • Campbell, J. D., ve Lavallee, L. F. (1993). Who am I? The role of self-concept confusion in understanding the behavior of people with low self-esteem. İçinde R. Baumeister (Ed.), Self-esteem: The puzzle of low self-regard (s. 3-20) New York: Plenum Press. Chubb, N. H., Fertman, C. I., Ross, J. L. (1997). Adolescent self-esteem and locus of control: A longitudinal study of gender and age differences. Adolescence, 32(125), 113-129. Çuhadaroğlu, Ö. (1985). Adolesanlarda benlik saygısı. (Yayımlanmamış doktora tezi) Hacettepe Üniversitesi Tıp Fakültesi Psikiyatri Anabilim Dalı, Ankara.
  • Deniz, M., Kesici, S., ve Sümer, A. S. (2008). The validity and reliability of the Turkish version of the Self-Compassion Scale. Social Behavior and Personality: An International Journal, 36(9), 1151-1160. doi: 10.2224/sbp.2008.36.9.1151
  • Deppe, R. K., ve Harackiewicz, J. M. (1996). Self-handicapping and intrinsic motivation: Buffering intrinsic motivation from the threat of failure. Journal of Personality and Social Psychology, 70(4), 868-876. doi: 10.1037/0022-3514.70.4.868
  • Elmas, P., ve Akfırat, S. (2015). Mazeret bulma eğilimi ile özsaygı arasındaki ilişkinin incelenmesi: Mazeret bulma eğilimi başarısızlık durumunda özsaygıyı korur mu? Başlangıçtaki özsaygı düzeyinin rolü. Psikoloji Çalışmaları Dergisi, 34(2), 17-34.
  • Feick, D. L., ve Rhodewalt, F. (1997). The double-edged sword of self-handicapping: Discounting, augmentation, and the protection and enhancement of self-esteem. Motivation and Emotion, 21(2), 147-163. doi: 10.1023/A:1024434600296
  • Greenberg, J., Solomon, S., Pyszczynski, T., Rosenblatt, A., Burling, J., Lyon, D., ve … Pinel, E. (1992). Why do people need self-esteem? Converging evidence that self-esteem serves an anxiety-buffering function. Journal of Personality and Social Psychology, 63(6), 913-922. doi: 10.1037/0022-3514.63.6.913
  • Harris, R. N., ve Snyder, C. R. (1986). The role of uncertain self-esteem in self-handicapping. Journal of Personality and Social Psychology, 51(2), 451-458. doi: 10.1037/0022-3514.51.2.451
  • Hirt, E. R., McCrea, S. M., ve Kimble, C. E. (2000). Public self-focus and sex differences in behavioral self-handicapping: Does increasing self-threat still make it “just a man’s game”? Personality and Social Psychology Bulletin, 26(9), 1131-1141. doi: 10.1177/01461672002611009
  • Kapıkıran, Ş. (2012). Achievement goal orientations and self-handicapping as mediator and moderator of the relationship between intrinsic achievement motivation and negative automatic thoughts in adolescence students. Educational Sciences: Theory and Practice, 12(2), 705-711.
  • Kaya, F., ve Tümkaya, S. (2017). Sınıf öğretmenliği öğrencilerinin başarı yönelimi, kendini engelleme davranışları ve demografik özelliklerinin okula yabancılaşmayı yordama düzeylerinin incelenmesi. Journal of Human Sciences, 14(1), 747-771.
  • Kelley, H. H. (1972). Causal schemata and the attribution process (s. 151-174). Morristown, NJ: General Learning Press.
  • Jerusalem, M. ve Schwarzer, R. (1981). Fragebogen zur Erfassung von "Selbstwirksamkeit. Skalen zur Befindlichkeit und Persoenlichkeit In R. Schwarzer (Hrsg.). (Forschungsbericht No. 5). Berlin: Freie Universitaet, Institut fuer Psychologie.
  • Jones, E. E., ve Berglas, S. (1978). Control of attributions about the self through self-handicapping strategies: The appeal of alcohol and the role of underachievement. Personality and Social Psychology Bulletin, 4(2), 200-206.
  • Jones, E. E., ve Rhodewalt, F. (1982). The Self-Handicapping Scale. (Frederick Rhodewalt, Department of Psychology, University of Utah, Salt Lake City, UT 84112.)
  • Määttä, Stattin, H., ve Nurmi, J. E. (2002). Achievement strategies at school: Types and correlates. Journal of Adolescence, 25(1), 31-46. doi: 10.1006/jado.2001.0447
  • Martin, K. A., ve Brawley, L. R. (2002). Self-Handicapping in physical achievement settings: The contributions of self-esteem and self-efficacy. Self and Identity, 1(4), 337-351. doi: 10.1080/15298860290106814
  • Martin, A. J., Marsh, H. W., ve Debus, R. L. (2001). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. Journal of Educational Psychology, 93(1), 87-102.
  • McMillan, J. H. (1994). The tyranny of self-oriented self-esteem. Educational Horizons, 72(3), 141-45.
  • Midgley, C., Arunkumar, R., ve Urdan, T. C. (1996). 'If I don't do well tomorrow, there's a reason': Predictors of adolescents' use of academic self-handicapping strategies. Journal of Educational Psychology, 88(3), 423-434. doi:10.1037/0022-0663.88.3.423
  • Neff, K. D. (2003a). Development and validation of a scale to measure self-compassion. Self and Identity, 2, 223-250. doi: 10.1080/15298860309027
  • Neff, K. D. (2003b) Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2, 85-102. doi: 10.1080/15298860309032
  • Neff, K. D., Hsieh, Y. P., ve Dejitterat, K. (2005). Self-compassion, achievement goals, and coping with academic failure. Self and Identity, 4(3), 263-287. doi: 10.1080/13576500444000317
  • Neff, K. D., ve Vonk, R. (2009). Self‐compassion versus global self‐esteem: Two different ways of relating to oneself. Journal of Personality, 77(1), 23-50. doi: 10.1111/j.1467-6494.2008.00537.x
  • Nosenko, E. L., Arshava, I. F., ve Nosenko, D. V. (2016). Personality predictors of self-handicapping as a behavioral manifestation of the individual's self-efficacy deficit. International Journal of Personality Psychology, 2(1), 44-50.
  • Nunnally, J. C., ve Bernstein, I. H. (1994). The assessment of reliability. Psychometric Theory, 3, 248-292.
  • Özgüngör, S. (2008). Üniversite öğrencilerinde öğretmene ilişkin algıların ve öğrenci özelliklerinin kopya çekme davranışlarıyla ilişkisi. Eğitim ve Bilim, 33(149), 68-79.
  • Petersen, L. (2014). Self-compassion and self-protection strategies: The impact of self-compassion on the use of self-handicapping and sandbagging. Personality and Individual Differences, 56,133-138. doi: 10.1016/j.paid.2013.08.036
  • Prapavessis, H., ve Grove, J. R. (1998). Self-handicapping and self-esteem. Journal of Applied Sport Psychology, 10(2), 175-184. doi: 10.1080/10413209808406386
  • Pulford, B. D., Johnson, A., ve Awaida, M. (2005). A cross-cultural study of predictors of self-handicapping in university students. Personality and Individual Differences, 39(4), 727-737.
  • Rhodewalt, F. (1990). Self-handicappers: Individual differences in the preference for anticipatory self-protective acts. In R. L. Higgins, C. R. Snyder, ve S. Berglas (Eds.), Self-handicapping: The paradox that isn’t (p. 69–106). New York: Plenum Press.
  • Sahranç, Ü. (2011). An investigation of the relationship between self-handicapping and depression, anxiety, and stress. International Online Journal of Educational Sciences, 3, 526-540.
  • Sedikides, C. (1993). Assessment, enhancement, and verification determinants of the self-evaluation process. Journal of Personality and Social Psychology, 65 (2), 317-338. doi: 10.1037/0022-3514.65.2.317
  • Snyder, C. R., ve Smith, T. W. (1982). Symptoms as self-handicapping strategies: The virtues of old wine in a newbottle. İçinde G. Weary, ve H. L. Mirels (Eds.), Integrations of Clinical and Social Psychology (s. 104-127). New York: Oxford University Press.
  • Snyder, C. R., and Smith, T.W., Augelli, R. W., ve Ingram, R. E. (1985). On the self-serving function of social anxiety: Shyness as a self-handicapping strategy. Journal of Personality and Social Psychology, 48(4), 970-980. doi: 10.1037/0022-3514.48.4.970
  • Spencer, S. J., Josephs, R. A., ve Steele, C. M. (1993). Low self-esteem: The uphill struggle for self-integrity. İçinde R. Baumeister (Ed.), Self-esteem: The puzzle of low self-regard (s. 21-36). New York, NY: Plenum Press.
  • Tabachnick, B. G., ve Fidell, L. S. (2007). Using multivariate statistics. Boston: Allyn ve Bacon.
  • Tice, D. M. (1993). The social motivations of people with low self-esteem. İçinde R. Baumeister (Ed.), Self-esteem: The puzzle of low self-regard (s. 37-53).). New York: Plenum Press.
  • Tice, D. M. (1991). Esteem protection or enhancement? Self-handicapping motives and attributions differ by trait self-esteem. Journal of Personality and Social Psychology, 60(5), 711-725. doi: 10.1037/0022-3514.60.5.711
  • Tice, D. M., ve Baumeister, R. F. (1990). Self-esteem, self-handicapping, and self-presentation: The strategy of inadequate practice. Journal of Personality, 58, 443-464. doi: 10.1111/j.1467-6494.1990.tb00237.x
  • Üzbe, N., ve Bacanlı, H. (2015). Başarı hedef yönelimi, benlik saygısı ve akademik başarının kendini engellemeyi yordamadaki rolü. Türk Eğitim Bilimleri Dergisi, 13(1), 33-50.
  • Warner, S., ve Moore, S. (2004). Excuses, excuses: Self-handicapping in an Australian adolescent sample. Journal of Youth and Adolescence, 33(4), 271-281. doi: 0047-2891/04/0800-0271/0.
  • Westberg, J., ve Jason, H., (2012). Fostering reflection and providing feedback: Helping others learn from experience. New York: Springer.
  • Yılmaz, M., Gürçay, D. ve Ekici, G. (2007). Akademik öz yeterlik ölçeğinin Türkçe’ ye uyarlanması, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33: 253-259.
  • Zuckerman, M., Kieffer, S. C., ve Knee, C. R. (1998). Consequences of self-handicapping: Effects on coping, academic performance, and adjustment. Journal of Personality and Social Psychology, 74(6), 1619-1628. doi: 10.1037/0022-3514.74.6.1619
  • Zuckerman, M., ve Tsai, F. (2005). Costs of self-handicapping. Journal of Personality, 73(2), 411-442. doi: 10.1111/j.1467-6494.2005.00314.x
Subjects Social
Journal Section Articles
Authors

Orcid: 0000-0003-3630-1019
Author: Funda Barutçu Yıldırım
Institution: ODTÜ, Öğrenme ve Öğretmeyi Geliştirme Merkezi
Country: Turkey


Author: Ayhan Demir
Institution: ODTÜ, Eğirim Bilimleri Bölümü
Country: Norway


APA Barutçu Yıldırım, F , Demir, A . (2017). Kendini Engellemenin Yordayıcıları Olarak Öz Saygı, Öz Anlayış ve Akademik Özyeterlilik. Ege Eğitim Dergisi, 18 (2), 676-701. DOI: 10.12984/egeefd.315727


FUTBOL HAKEMLERİNİN KENDİNİ SABOTAJ DÜZEYLERİ
Hitit Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
Yetkin Utku Kamuk
https://doi.org/10.17218/hititsosbil.461486