TY - JOUR T1 - KENDİNE ODAKLI TEKRARLI OLUMSUZ (RUMİNATİF) VE KENDİNE ODAKLI İÇ GÖZLEMSEL (REFLEKSİF) DÜŞÜNME TARZLARININ BAŞARI HEDEF YÖNELİMLERİNE ETKİLERİ: ÜNİVERSİTE ÖĞRENCİLERİ ÖRNEĞİ TT - Introspective (Reflexive) Thinking Styles on Achievement Goal Orientations: A Case Study of Undergraduate Students AU - Kaya, Esma Ülkü PY - 2018 DA - July DO - 10.18069/firatsbed.460939 JF - Firat University Journal of Social Sciences PB - Fırat University WT - DergiPark SN - 1300-9702 SP - 199 EP - 210 VL - 28 IS - 2 LA - tr AB - Refleksif düşünme, kendini gözlem ve analiz konusu alan öznenin tutumuolarak tanımlanabilirken (Çiftçi, 2017), ruminatif düşünme, “kendine dair algılanantehditler, kayıplar, ya da haksızlıklarla güdülenen kendine yönelik dikkat”olarak tanımlanır (Trapnell ve Campbell, 1999:297). Bu çalışmanın amacı,incelenen hedef grubun ruminatif ve refleksif düşünme tarzlarının başarı hedefyönelimleri üzerindeki etkilerini incelemektir. Ayrıca çalışmada öğrencilerinruminatif ve refleksif düşünme tarzlarının ve başarı hedef yönelimlerininbaşarı değişkenlerine (genel not ortalaması ve mezuniyet beklentisi) göre farklılıkgösterip göstermediği araştırılmıştır. Çalışmanın örneklemini bir kamuüniversitesinin iktisadi ve idari bilimler fakültesi işletme bölümünde2017/2018 bahar yarıyılı itibariyle öğrenim gören 3. ve 4.sınıf normal veikinci öğretim öğrencileri oluşturmaktadır (N=171). Çalışmada katılımcılar kendineodaklı tekrarlı olumsuz düşünme-kendine odaklı iç gözlemsel düşünme anketine (Trapnellve Campbell, 1999) ve başarı hedef anketine (Elliot ve McGregor, 2001) cevapvermişlerdir. Öğrencilerin başarıları ise kendilerinin belirttikleri genel notortalaması düzeyi ve mezuniyet beklentisi şeklinde iki değişkenle ölçülmüştür. Kendineodaklı tekrarlı olumsuz düşünme-kendine odaklı iç gözlemsel düşünme anketikalemlerinin keşfedici faktör analizleri sonucunda, orijinal makaledeki(Trapnell ve Campbell, 1999) gibi, anketin kendine odaklı iç gözlemsel düşünme(refleksiyon) ve kendine odaklı tekrarlı olumsuz düşünme (ruminasyon) şeklindeiki faktörden oluştuğu belirlenmiştir. Ayrıca başarı hedef anketi kalemlerininfaktör analizi sonucunda ise orijinal çalışmadaki (Elliot ve McGregor, 2001)gibi 4 faktör elde edilmiştir (performans yaklaşma, öğrenme-kaçınma,öğrenme-yaklaşma, performans-kaçınma). Çok değişkenli regresyon analizlerisonucunda ise, kendine odaklı iç gözlemsel düşünme faktörünün (refleksiyon),performans-yaklaşma ve öğrenme-yaklaşma faktörleri üzerinde ayrı ayrı etkiyesahip olduğu belirlenmiştir. Bağımsız örneklemler t testi sonuçlarına göre isekatılımcıların ruminatif ve refleksif düşünme tarzlarının başarı değişkenlerinegöre farklılık göstermediği belirlenmiştir. Ancak başarı hedef yönelimlerinin(performans-yaklaşma ve öğrenme-yaklaşma) ise başarı değişkenlerine görefarklılık gösterdiği tespit edilmiştir.    KW - Ruminatif Düşünme KW - Refleksif Düşünme KW - Başarı Hedef Yönelimleri KW - Genel Not Ortalaması (GNO) ve Mezuniyet Beklentisi N2 - Ruminativethinking is defined as “self-attentiveness motivated by perceived threats,losses, or injustices to the self ” (Trapnell and Campbell, 1999:297) whilereflexive thinking can be defined as the subject’s attitude that is aboutself-observation and analysis (Çiftçi, 2017). The aim of this study is toinvestigate the effects of ruminative and reflexive thinking styles of the target group under observation on theirachievement goal orientations. Additionally, in the study investigates whetherthe ruminative and reflexive thinking styles and achievement goal orientations of the studentsdiffer depending on achievement variables (grade point average and graduationexpectancy). The sample of the study consists of 3rd grade and 4th-gradestudents who are in daytime and evening education and study at businessdepartment of the faculty of economics and administrative sciences at a stateuniversity in 2017/2018 spring term (N=171). In the study, the participantscompleted the rumination-reflection questionnaire (Trapnell and Campbell, 1999)and the achievement goal questionnaire (Elliot and McGregor, 2001).  The achievements of the students were determinedby two variables as self-reported grade point average level and graduationexpectancy. As a result of the exploratory factor analyses of the items in therumination-reflection questionnaire, it was determined that the questionnaireconsisted of two factors as self-focused introspective thinking (reflection)and self-focused repetitive negative thinking (rumination), just as they werein the original study  (Trapnell andCampbell, 1999). Furthermore, as a result of the factor analysis conducted forthe items of the achievement goal questionnaire, 4 factors were acquired(performance-approach, mastery-avoidance, mastery-approach andperformance-avoidance), just as the original study (Elliot and McGregor, 2001).As a result of the multiple linear regression analyses, it was determined that theself-focused introspective thinking factor (reflection)had separate effects on performance-approach and mastery-approach factors.According to the independent samples t-test results, it was determined that theruminative and reflexive thinking styles of the participants did not differdepending on the achievement variables. However, the achievement goalorientations (performance-approach and mastery-approach) of the participantswere determined to differ depending on achievement variables.  CR - Bjornebekk, Gunnar, Diseth, Age, Ulriksen, Robin (2013). 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The Effects of Trait Rumination and Reflection on Mental Health among Japanese University Athletes. Psychology, 7: 533-540 UR - https://doi.org/10.18069/firatsbed.460939 L1 - https://dergipark.org.tr/en/download/article-file/537297 ER -