Lise Beden Eğitimi Derslerinde Öz-Yeterlik ve İlişkisel Yeterlik Algıları için Öğretmen Geribildirimi Ne Kadar Önemlidir?

Abstract

Amaç: Araştırmanın birinci amacı, beden eğitiminde üçlü yeterlik algılarını değerlendirmek amacıyla geliştirilen Beden Eğitimi Üçlü Yeterlik Algıları Ölçeklerinin Türkçe formlarının 9. ve 10. sınıf öğrencilerinde geçerlik ve güvenirliği incelenmesidir. Araştırmanın ikinci amacı ise, lise öğrencilerinde beden eğitimi öğretmeninden algılanan geri bildirimin ilişkisel yeterlik algıları (öz-yeterlik, diğer-yeterlik ve ilişki temelli öz-yeterlik) üzerindeki yordayıcı rolünün incelenmesidir. Araştırma, iki çalışma şeklinde planlanmıştır.

Yöntem: Çalışmanın katılımcıları kolayda örnekleme türüyle seçilen 9. ve 10. sınıfta öğrenim görmekte olan kız ve erkek lise öğrencileridir. Çalışma 1’e 210, Çalışma 2’ye 216 katılımcı olmak üzere iki farklı grup katılmıştır. Katılımcılara Beden Eğitiminde Öz-Yeterlik, Diğer-Yeterlik ve İlişki Temelli Öz-Yeterlik Ölçekleri ve Algılanan Öğretmen Geribildirimi Ölçeği uygulanmıştır. Çalışma 1’de doğrulayıcı faktör analizi, Çalışma 2’de çoklu regresyon analizi kullanılmıştır.

Bulgular: Analiz sonuçları, Çalışma 1’de ölçeklerin özgün yapısını ve güvenirliklerini desteklemiştir. Çalışma 2’de, regresyon analizleri, öğretmen geri bildirimi türlerinin öz-yeterlik üzerinde anlamlı bir etkisi olmadığını göstermiştir. Ancak diğer-yeterlik üzerinde pozitif sözel olmayan geribildirimin, pozitif genel geribildirimin ve performans bilgisinin pozitif yönde; negatif sözel olmayan geribildirimin ise negatif yönde anlamlı yordayıcı etkiler gösterdiği bulunmuştur. Ayrıca, ilişki temelli öz-yeterlik üzerinde pozitif sözel olmayan geri bildirimin pozitif ve negatif sözel olmayan geri bildirimin negatif yönde anlamlı yordayıcı etkileri olduğu belirlenmiştir.

Sonuç: Sonuç olarak beden eğitimi öğretmeninden algılanan geri bildirimlerin lise öğrencilerinin ilişki temelli öz-yeterlik ve diğer-yeterlik algıları üzerinde belirleyici bir role sahip olduğu söylenebilir.

Keywords

• İlişkisel yeterlik algıları
• öz-yeterlik
• diğer-yeterlik
• ilişki temelli öz yeterlik
• beden eğitimi

How Important Is Teacher Feedback for Self- and Relational-Efficacy Beliefs In High School Physical Education?

Abstract

Purpose: The first aim of the study was to examine the validity and reliability of the Turkish versions of the Tripartite Efficacy Beliefs Scales in Physical Education among 9th- and 10th-grade students. The second aim was to investigate the predictive role of perceived feedback from physical education teachers on students’ relational efficacy beliefs, including self-efficacy, other-efficacy, and relation-inferred self-efficacy. The research was conducted in two separate studies.

Method: Participants were female and male high school students enrolled in the 9th and 10th grades recruited by using convenience sampling method. Two independent samples were used, with 210 students participating in Study 1 and 216 students in Study 2. Students completed measures of self-efficacy, other-efficacy, relation-inferred self-efficacy in physical education, and perceived teacher feedback. Confirmatory factor analysis was employed in Study 1, while multiple regression analysis was conducted in Study 2.

Results: The findings from Study 1 supported the original factor structure and demonstrated satisfactory reliability of the scales. In Study 2, regression analyses indicated that types of teacher feedback did not significantly predict students’ self-efficacy. However, positive nonverbal feedback, positive general feedback, and performance-related feedback positively predicted other-efficacy, whereas negative nonverbal feedback showed a negative predictive effect. Additionally, relation-inferred self-efficacy was positively predicted by positive nonverbal feedback and negatively predicted by negative nonverbal feedback.

Conclusion: Overall, perceived feedback from physical education teachers appears to play a significant role in shaping high school students’ other-efficacy and relation-inferred self-efficacy beliefs.

Keywords

• Relational efficacy beliefs
• self-efficacy
• other-efficacy
• relation-inferred self-efficacy
• physical education

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