TY - JOUR T1 - Attributions and Perception of Success in Online Learning: Causal Dimensionality of Distance Language Learners TT - Çevrimiçi Öğrenmede Nedensel Yüklemeler ve Başarı Algısı: Uzaktan Dil Öğrenenlerin Nedensellik Boyutları AU - Taşkıran, Ayşe PY - 2022 DA - December DO - 10.33711/yyuefd.1108238 JF - Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi PB - Van Yuzuncu Yıl University WT - DergiPark SN - 1305-2020 SP - 827 EP - 844 VL - 19 IS - 3 LA - en AB - Causal attributions are known as important factors that affect learners' persistence, expectation of future success, motivation and consequently success. This study aims to reveal the perceptions of success, attributions and causal dimension styles of adult learners learning English in different distance education programs in an open education faculty. An open-ended questionnaire and the Causal Dimension Scale (CDSII) were used as data collection tools. The perceptions of success, causal attributions and attribution dimensions of English as a foreign language learners were compared according to their dimensionality styles. The study also aimed to examine participants' dimensionality styles in order to draw conclusions about healthy and unhealthy attribution styles. A questionnaire and the Causal Dimension Scale were administered to 88 volunteer participants who were asked to indicate their perceptions of success and at least one reason behind their perceptions. The results revealed that success-oriented learners outnumbered failure-oriented learners. The most common attributions for success were effort, teacher, and interest, while repeated attributions for failure were lack of effort, lack of interest, and time. Learners who perceive themselves as successful exhibited healthier dimension styles with significantly more internal, controllable and stable attributions. Failure-oriented learners, on the other hand, exhibited more unhealthy styles with more external, stable, and uncontrollable attributions. The findings are discussed in terms of online learning and achievement motivation. KW - attributions KW - online learning KW - causal dimensions KW - foreign language learning KW - achievement motivation KW - distance education N2 - Nedensel yüklemeler, öğrenenlerin derse devamını, gelecekteki başarı beklentisini, motivasyonunu ve dolayısıyla başarıyı etkileyen önemli faktörler olarak bilinir. Bu çalışma, bir açık öğretim fakültesinde farklı uzaktan eğitim programlarında İngilizce öğrenen yetişkin öğrenenlerin başarı algılarını, yüklemelerini ve nedensel boyut stillerini ortaya çıkarmayı amaçlamaktadır. Veri toplama araçları olarak açık uçlu bir anket ve Nedensel Boyut Ölçeği (CDSII) kullanılmıştır. İngilizceyi yabancı dil olarak öğrenenlerin başarı algıları, nedensel yüklemeleri ve yükleme boyutları, boyut stillerine göre karşılaştırılmıştır. Çalışma ayrıca, sağlıklı ve sağlıksız yükleme stilleri hakkında sonuçlar çıkarmak için katılımcıların boyut stillerini incelemeyi amaçlamıştır. Başarı algılarını ve algılarının arkasındaki en az bir nedeni belirtmeleri istenen 88 gönüllü katılımcıya bir anket ve Nedensel Boyut Ölçeği uygulanmıştır. Sonuçlar, başarı odaklı öğrenenlerin sayıca başarısızlık odaklı öğrenenlerden daha fazla olduğunu ortaya koymuştur. Başarı durumunda en yaygın yüklemeler çaba, öğretmen ve ilgi iken, çaba eksikliği, ilgisizlik ve zaman başarısızlık için tekrarlanan yüklemeler olarak tespit edilmiştir. Kendilerini başarılı olarak algılayan öğrenenler, önemli ölçüde daha fazla içsel, kontrol edilebilir ve istikrarlı yüklemelerle daha sağlıklı boyut stilleri sergilerken; başarısızlık odaklı öğrenenler ise daha dışsal, istikrarlı ve kontrol edilemez yüklemelerle daha sağlıksız stiller sergilemiştir. Bulgular çevrimiçi öğrenme ve başarı motivasyonu açısından tartışılmıştır. CR - Anderman, E. M. (2020). 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International Journal of Instructional Technology and Distance Learning, 9(7), 3–12. http://www.itdl.org/Journal/Jul_12/Jul_12.pdf UR - https://doi.org/10.33711/yyuefd.1108238 L1 - https://dergipark.org.tr/en/download/article-file/2393758 ER -