Öğretmen Davranışlarının Öğrencilerin Öğrenme Hedefleri Üzerindeki Etkisi

Year 2025, Volume: 16 Issue: 2, 2081 - 2101, 28.08.2025

Muammer Yüksel

https://doi.org/10.51460/baebd.1612413

Abstract

Bu çalışmanın temel amacı, PISA 2018 Türkiye verilerini kullanarak algılanan öğretmen davranışlarının öğrencilerin öğrenme hedefleri üzerindeki etkilerinin belirlenmesidir. Bu çalışma nicel araştırma yaklaşımı ile ilişkisel araştırma modeli olarak tasarlanmıştır. Araştırmada PISA 2018 verileri üzerinden analizler yapılmıştır. Öğrenme hedefleri üzerindeki algılanan öğretmen davranışlarının etkisinin belirlenmesi amacıyla kuramsal incelemeler yapılarak bir Yapısal Eşitlik Modellemesi (YEM) kurulmuştur. Verilerin analiz sürecine geçilmeden önce varsayımlar incelenmiştir. Modelin sınırlamaları; öğretmen özelikleri olarak öğretmenin algılanan desteği, öğretmenin geri bildirim vermesi, öğretmenin coşkusu, öğretmenin öğretimsel yönlendirmesi, öğretmenin duyuşsal desteği, öğretmenin öğretimsel yardımı ve öğretmenin öğrenciyi güdülemesidir. Araştırma sonuçlarına göre, modelin uyum değerlerinin yüksek olduğu görülmüştür. Ayrıca öğretmenin öğrencileri güdülesi, algılanan öğretmenin desteği, öğretmenin coşkusu değişkenlerinin öğrencilerin öğrenme hedefi düzeyleri üzerinde anlamlı etkiye sahip olduğu belirlenmiştir. Anlamlı olan değişkenlerin öğrencilerin öğrenme hedeflerine ait varyansın %12,5’ini açıkladığı belirlenmiştir. Araştırma sonuçlarına göre, öğrencilerin öğrenme süreçlerinin ana bileşenlerinden olan öğrenmeye yönelik hedeflerinin öğretmen davranışlarından etkilendiği belirlenmiştir. Bu sonuçlardan yola çıkılarak gelecekte gerçekleştirilebilecek çalışmalara yönelik öneriler sunulmuştur.

Keywords

PISA , Öğretmen , Öğrenme , Yapısal eşitlik.

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