Academic locus of control and motivational persistence: structural equation modeling

Year 2015, Volume: 5 Issue: 1, 79 - 92, 01.04.2015

Hakan Sarıçam

Abstract

The aim of this study is the examination of the relationship between academic locus of control and motivational persistence. For the first time to my knowledge, the relations between academic locus of control and motivational persistence were investigated. The participants of the study consisted of adolescents who have attended from different public high schools. Overall, 413 students contributed to this study. Academic Locus of Control Scale and The Motivational Persistence Scale were used for data collection. In the research, whether there is a casual relationship between academic locus of control and motivational persistence in adolescents was tested through path analysis in the context of structural equation model. According to the results, there is a causative relationship between academic locus of control and motivational persistence in adolescents. The findings were discussed in relation to previous research

Keywords

Academic locus of control, Motivation, Perseverance, Structural equation model

Akademik kontrol odağı ve motivasyonel kararlılık: Yapısal eşitlik modellemesi

Abstract

“Motivasyon” eğitim psikolojisi alanında sıklıkla tartışılan ve teorik olarak incelenen
kavramlardan biridir. Birçok kuramcı için motivasyon, özellikle öğrenme için gerekli
görülürken; motivasyon da kararlılık başarının anahtarı sayılmaktadır. Keller’e (2006) göre
motivasyon, davranışın yönünü ve büyüklüğünü belirlemektedir. Motivasyon, insanların
seçeceği amaçlar doğrultusunda gayret sarf etmesi için yaklaşım ya da kaçınmalarıdır.
Motivasyon üç varsayım üzerine dayandırılmaktadır: 1-İnsanlar dışsal olaylardan
etkilenerek motive olurlar. 2-Sonlanan ya da sonlanmayan anlamında performansla
ilişkilidir. 3- Sistematik dizayn ve uygulama sayesinde ölçülebilen motivasyon açıklanabilir.
Motivasyonun özellikle planlama, organizasyon, karar verme, öğrenme ve değerlendirme
gibi bilişsel davranışlar üzerinde katkıları vardır (Pintrich & Schunk, 1996). İnsanlar motive
ya da konsantre olurlarsa muhtemelen amaçlarını da ulaşabileceklerdir. Benzer şekilde
yeterince motivasyona sahip olurlarsa öğrenmede başarı sağlayacaklardır (Dweck, 1986). Bu
düşüncelerden hareketle motivasyonun başarının tetikleyicisi olduğu söylenebilir (Elliot,
1999; Ushioda, 2015). Hardré ve Reeve (2003) ile Wlodkowski (1999) yaptıkları çalışmalarda
benzer şartlar, durumlar ve fırsatlar verilen yüksek motivasyona sahip öğrencilerin diğer
öğrencilere göre daha iyi performans sergiledikleri görülmüştür. Diğer taraftan motive
olamamış ya da az konsantrasyona sahip öğrencilerin uzun süreli hedeflere ulaşma
konusunda sıkıntılar yaşadığı tespit edilmiştir (Elliot & Dweck, 1988; Elliot & Harackiewicz,
1996). Constantin, Holman ve Hojbotă (2012) motivasyonun, motivasyonel kararlılık için
gerekli olduğunu iddia etmişlerdir.

Keywords

Akademik kontrol odağı, Motivasyon, Kararlılık, Yapısal eşitlik

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