İngilizce Öğretmen Adaylarında Kendini Sabote Davranışlarının İncelenmesi

Year 2024, Volume: 20 Issue: 2, 1 - 12

Emre Uygun Sevim Inal

https://doi.org/10.17244/eku.1407271

Abstract

Kendini sabote, literatürde kapsamlı bir şekilde çalışılmış olsa da yabancı dil olarak İngilizce öğretimi alanında sınırlı sayıda araştırma bulunmaktadır. Bu çalışma, bir devlet üniversitesindeki İngilizce öğretmen adayları arasında kendini sabote davranışlarını araştırarak bu boşluğu ele almaktadır. Araştırma, katılımcılar arasında kendini sabote davranışlarının sıklığını incelemeye ve bunları etkileyen faktörleri belirlemeye odaklanmıştır. Bu nicel çalışmada bir anket tasarımı kullanılmıştır. Toplamda 106 katılımcının yer aldığı bu araştırmada Kendini Sabote Ölçeğinin kısaltılmış versiyonu kullanılmıştır. Yanıtların betimsel istatistikleri, öğretmen adayları arasında orta düzeyde kendini sabote olduğunu ortaya koymuş, erteleme ve yetersiz çalışma alışkanlıklarının en yaygın davranışlar olduğunu göstermiştir. Kendini saboteyi etkileyen faktörleri belirlemek için çeşitli çıkarımsal analizler yapılmıştır. Cinsiyet ve sınıfın etkisini değerlendirmek için bağımsız örneklem t-testleri kullanılmış fakat her iki faktör için istatistiksel olarak anlamlı farklılıklar ortaya çıkmamıştır. Bununla birlikte, katılımcıların ANOVA ile belirlenen not ortalaması kategorileri ile dışsal kendini sabote davranışları arasında kayda değer bir istatistiksel anlamlılık bulunmuştur. Ayrıca, Pearson korelasyon analizleri, genel olarak kendini sabote ile başarı düzeyleri arasında negatif bir ilişki olduğunu göstermiştir. İlaveten, katılımcıların kendi bildirdikleri başarı düzeylerinin, kendini sabote davranışlarının ortaya çıkmasında önemli faktörler olduğu bulunmuştur. Bu çalışmanın bulguları, alandaki benzer araştırmaların sonuçlarını desteklemektedir.

Keywords

Akademik başarı, eğitim psikolojisi, kendini sabote, öğretmen adayları, yükleme kuramı

Investigation of Self-handicapping Behaviours Among Preservice Teachers of EFL

Abstract

While self-handicapping has been extensively studied in the literature, there is limited research in the field of teaching English as a foreign language (EFL). This current study addresses this gap by investigating self-handicapping behaviours among EFL preservice teachers at a state university. The research focused on examining the frequency of self-handicapping behaviours among participants and identifying the factors influencing these. This quantitative study utilized a survey design and involved 106 participants who completed the abridged Self-Handicapping Scale. The descriptive statistics of the responses revealed a moderate level of self-handicapping among preservice teachers, with procrastination and insufficient study habits being the most common behaviours. To identify the factors affecting self-handicapping, various inferential analyses were conducted. Independent samples t-tests were employed to assess the impact of gender and grade, neither of which yielded statistically significant differences. However, there was a notable statistical significance in the participants’ GPA categorizations, as determined by ANOVA, and their external self-handicapping behaviours. Additionally, Pearson correlation analyses indicated a negative relationship between overall self-handicapping and achievement levels. Furthermore, participants’ self-reported achievement levels were found to be significant factors in the manifestation of self-handicapping behaviours. The findings of this study corroborate the results of similar research in the field.

Keywords

Academic success, attribution theory, educational psychology, preservice teachers, self-handicapping

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