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Anadolu Üniversitesi Açıköğretim Fakültesi Öğrencilerinin Başarı Atıfları Üzerine Fenomenolojik Bir İnceleme

Year 2017, Volume: 5 Issue: 1, 58 - 79, 31.03.2017

Abstract

Akademik başarı algısı ve öğrencilerin başarı durumlarına yaptıkları atıflar öğrenciler üzerinde hem
bilişsel hem de duyuşsal etkilere sebep olabilmektedir. Nedensel çıkarsama kuramına göre bireylerin elde
ettikleri sonuçların arkasında yatan nedenlere yaptıkları atıflar onların devamlılık göstermelerine,
gelecekteki başarı beklentilerine, motivasyonlarına ve dolayısıyla gelecekte gösterecekleri akademik
başarıya etki eden en önemli unsurlardır. Bu çalışmada Anadolu Üniversitesi Açıköğretim Fakültesi
(AÜAÖF) öğrencilerinin başarı algıları ve başarı durumlarına yaptıkları nedensel yüklemeler hakkında
derinlemesine bilgi edinmek hedeflenmiştir. Atıfların bağlama ve bireye özgü doğasından yola çıkarak bu
çalışmanın önemi AÜAÖF öğrencilerinin eğitim süreçlerinde başarı ve başarısızlık algılarına yönelik
atıflarını doğrudan onlardan öğrenmektir. Bu amaçla fenomenolojik bir yaklaşımla herhangi bir ön
çıkarımda bulunmadan öğrencilerle bağlı bulundukları programda kendilerinin başarılı bulup bulmadıkları
ve bunun arkasında yatan nedenlerin neler olduğu konusunda çoklu görüşmeler gerçekleştirilmiştir. Bu
atıfların ne derece sağlıklı ya da sağlıksız atıflar olduğu Weiner'ın nedensel çıkarsama kuramı
çerçevesinde değerlendirilmiştir. Tespit edilen bulgulara göre başarı algısının kişiden kişiye göre
değişkenlik gösterdiği, yapılan atıfların yükleme kuramı çerçevesinde yapılan araştırmaların bulgularıyla
örtüştüğü ortaya çıkmıştır. Atıflardan yola çıkarak AÖF sistemi üzerine önerilerde bulunulmuştur.

References

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  • Aragon, S. R., & Johnson, E. S. (2008). Factors influencing completion and noncompletion of community college online courses. The American Journal of Distance Education, 22(3), 146-158.
  • Aydın, C. H. (2011). Açık ve uzaktan öğrenme: Öğrenci adaylarının bakış açısı. Pegem: Ankara.
  • Brophy, J. E. (1998). Motivating students to learn. New York: McGraw-Hill.
  • Bunn, J. (2004). Student persistence in a LIS distance education program. Australian Academic Research Libraries, 35(3), 253-270.
  • Cortés-Suárez, G., & Sandiford, J. R. (2008). Causal attributions for success or failure of students in college algebra. Community College Journal of Research and Practice, 32(4-6), 325-346.
  • Creswell, J. W. (1998). Research design. Qualitative and quantitative approach. Thousand Oaks: Sage.
  • Çekmez, E., Yıldız, C., & Bütüner, S. Ö. (2012). Phenomenographic research method. Balıkesir Üniversitesi Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 6(2), 77-102.
  • Dandy, J., & Nettelbeck, T. (2000). The model student? An investigation of Chinese Australian students' academic achievement, studying, and causal attributions for academic success and failure. Australian Psychologist, 35(3), 208-215.
  • Daniel, J. S. (1996) Mega-universities and knowledge media: Technology strategies for higher education. London: Kogan Page.
  • Dille, B., & Mezack, M. (1991). Identifying predictors of high risk among community college telecourse students. American Journal of Distance Education, 5(1), 24-35.
  • Dong, Y., Stupnisky, R. H., & Berry, J. C. (2013). Multiple causal attributions: An investigation of college students learning a foreign language. European Journal of Psychology of Education, 28(4), 1587-1602.
  • Dupin-Bryant, P. A. (2004). Pre-entry variables related to retention in online distance education. The American Journal of Distance Education, 18(4), 199-206. doi.org/10.1207/s15389286ajde1804_2
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  • Kalaja, P. (2015). A review of five studies on learner beliefs about second language learning and teaching: exploring the possibilities of narratives. AFinLAn vuosikirja–AFinLA Yearbook, 2(73), 21-38.
  • Kemp, W. C. (2002). Persistence of adult learners in distance education. The American Journal of Distance Education, 16(2), 65-81.
  • Killen, R. (1994). Differences between students' and lecturers' perceptions of factors influencing students' academic success at university. Higher Education Research and Development, 13(2), 199-211.
  • Kozminsky, E., & Kozminsky, L. (2002). The dialogue page: Teacher and student dialogues to improve learning motivation. Intervention in School and Clinic, 38(2), 88-95.
  • Laube, M. R. (1992). Academic and social integration variables and secondary student persistence in distance education. Research in Distance Education, 4(1), 2–5.
  • Lei, L., &Qin, X.(2009). Anempirical study of success and failure attributions of EFL learners at the tertiary level in China. Asian EFL Journal, 11(3), 29-51. Levy, Y. (2007). Comparing dropouts and persistence in e-learning courses. Computers & Education, 48(2), 185-204.
  • Marton, F. (1986). Phenomenography: A research approach to investigating different understanding of reality. Journal of Tought, 21(3), 28-49.
  • Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503.
  • Moustakas, C. (1994). Phenomenological research methods.Thousand Oaks, CA: Sage.
  • Müller, T. (2008). Persistence of women in online degree-completion programs. International Review of Research in Open and Distance Learning, 9(2), 1-18.
  • Nash, R. D. (2005). Course completion rates among distance learners: Identifying possible methods to improve retention. Online Journal of Distance Learning Administration, 8(4), 1-27.
  • Normandeau, S., & Gobeil, A. (1998). A developmental perspective on children’s understanding of causal attributions in achievement-related situations. International Journal of Behavioral Development, 22(3), 611-632.
  • Orellana, A. (2006). Class size and interaction in online courses. Quarterly Review of Distance Education, 7(3), 229–248.
  • Özdamar Keskin, N., Özata, F. Z., Banar, K., & Royle, K., (2015). Examining digital literacy competences and learning habits of open and distance learners. Contemporary Educational Technology, 6(1), 74-90.
  • Park, J. H., & Choi, H. J. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Educational Technology & Society, 12(4), 207-217.
  • Park, Y. S., & Kim, U. (1998). Locus of control, attributional style, and academic achievement: Comparative analysis of Korean‐Chinese, and Chinese students. Asian Journal of Social Psychology, 1(2), 191-208.
  • Parker, A. (2003). Identifying predictors of academic persistence in distance education. USDLA Journal, 17(1), 55-62.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.
  • Perry, R. P., Hechter, F. J., Menec, V. H., & Weinberg, L. E. (1993). Enhancing achievement motivation and performance in college students: An attributional retraining perspective. Research in Higher Education,34(6), 687-723.
  • Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and practice. Englewood Cliffs, NJ: Prentice Hall
  • Pishghadam, R., & Zabihi, R. (2011). Foreign language attributions and achievement in foreign language classes. International Journal of Linguistics, 3(1), 1-11.
  • Punch, K.F. (2011). Sosyal araştırmalara giriş: Nicel ve nitel yaklaşımlar. Z. Etöz (Çev.ed.). Ankara: Siyasal Kitabevi.
  • Robertson, J. S. (2000). Is attribution training a worthwhile classroom intervention for K–12 students with learning difficulties? Educational Psychology Review, 12(1), 111-134.
  • Russell, D. (1982). The Causal Dimension Scale: A measure of how individuals perceive causes. Journal of Personality and social Psychology, 42(6), 1137.
  • Ryckman, D. B., & Peckham, P. (1987). Gender differences in attributions for success and failure situations across/subject areas. The Journal of Educational Research, 81(2), 120-125.
  • Sanders, P. (1982). Phenomenology: A new way of viewing organizational research. Academy of Management Review, 7(3), 353-360.
  • Schunk, D. H. (2003). Try harder? Motivational effects of effort attributional feedback. Development, 55, 1990-1999.
  • Schunk, D. H., & Gunn, T. P. (1986). Self-efficacy and skill development: Influence of task strategies and attributions. The Journal of Educational Research, 79(4), 238-244.
  • Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2014). Teaching and learning at a distance. Charlotte, NC: Information Age Pub.
  • Sinha, S. P., & Gupta, S. (2006). State self-esteem and causal attribution in reattribution training among self worth protective students. Journal of the Indian Academy of Applied Psychology, 32(3), 145-151.
  • Smith, J.A. and Eatough, V. (2006) ‘Interpretative phenomenological analysis’ In G. Breakwell, C. Fife-Schaw, S. Hammond, & J.A. Smith (Eds.). Research Methods in Psychology, (3rd ed.). London: Sage.
  • Stevens, L., van Werkhoven, W., & Castelijns, J. (2001). The Attunement strategy: Reclaiming children's motivation by responsive instruction. International Bureau of Education.
  • Stevenson, K., MacKeogh, K., & Sander, P. (2006). Working with student expectations of tutor support in distance education: Testing an expectations-led quality assurance model. Open Learning, 21(2), 139-152.
  • Stipek, D. J. (1988). Motivation to learn: From theory to practice. (2nd ed.). Needham Heights, MA: Allyn & Bacon.
  • Stone, T. E. (1992). A new look at the role of locus of control in completion rates in distance education. Research in Distance Education, 4(2), 6-9.
  • Sullivan, P. (2001). Gender differences and the online classroom: Male and female college students evaluate their experiences. Community College Journal of Research & Practice, 25(10), 805-818.
  • Thang, S. M., Gobel, P., Nor F. M. N., & Vijaya L. S. (2011). Students’ attributions for success and failure in the learning of English as a second language: A comparison of undergraduates from six public universities in Malaysia. Pertanika Journal of Social Sciences & Humanities, 19(2), 459-474.
  • Tremblay, P. F., & Gardner, R. C. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79(4), 505-518.
  • Tulu, G. (2013). Boys’ and girls’ attribution of performance in learning English as a foreign language: The case of Adama high schools in Ethiopia. Educational Research and Reviews, 8(23), 2197-2211.
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Year 2017, Volume: 5 Issue: 1, 58 - 79, 31.03.2017

Abstract

References

  • Ahles, P. M., & Contento, J. M. (2006). Explaining helping behavior in a cooperative learning classroom setting using attribution theory. Community College Journal of Research and Practice, 30(8), 609-626. DOI:10.1080/10668920500210191
  • Aragon, S. R., & Johnson, E. S. (2008). Factors influencing completion and noncompletion of community college online courses. The American Journal of Distance Education, 22(3), 146-158.
  • Aydın, C. H. (2011). Açık ve uzaktan öğrenme: Öğrenci adaylarının bakış açısı. Pegem: Ankara.
  • Brophy, J. E. (1998). Motivating students to learn. New York: McGraw-Hill.
  • Bunn, J. (2004). Student persistence in a LIS distance education program. Australian Academic Research Libraries, 35(3), 253-270.
  • Cortés-Suárez, G., & Sandiford, J. R. (2008). Causal attributions for success or failure of students in college algebra. Community College Journal of Research and Practice, 32(4-6), 325-346.
  • Creswell, J. W. (1998). Research design. Qualitative and quantitative approach. Thousand Oaks: Sage.
  • Çekmez, E., Yıldız, C., & Bütüner, S. Ö. (2012). Phenomenographic research method. Balıkesir Üniversitesi Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 6(2), 77-102.
  • Dandy, J., & Nettelbeck, T. (2000). The model student? An investigation of Chinese Australian students' academic achievement, studying, and causal attributions for academic success and failure. Australian Psychologist, 35(3), 208-215.
  • Daniel, J. S. (1996) Mega-universities and knowledge media: Technology strategies for higher education. London: Kogan Page.
  • Dille, B., & Mezack, M. (1991). Identifying predictors of high risk among community college telecourse students. American Journal of Distance Education, 5(1), 24-35.
  • Dong, Y., Stupnisky, R. H., & Berry, J. C. (2013). Multiple causal attributions: An investigation of college students learning a foreign language. European Journal of Psychology of Education, 28(4), 1587-1602.
  • Dupin-Bryant, P. A. (2004). Pre-entry variables related to retention in online distance education. The American Journal of Distance Education, 18(4), 199-206. doi.org/10.1207/s15389286ajde1804_2
  • Erten, İ. H., & Burden, R. L. (2014). The relationship between academic self-concept, attributions, and L2 achievement. System, 42, 391-401.
  • Fiorentine, R. (1988). Sex differences in success expectancies and causal attributions: Is this why fewer women become physicians? Social Psychology Quarterly, 51, 236-249.
  • Foley, M. (2003). The global development learning network: A world bank initiative in distance learning for development. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education. (pp.8). Mahwah, NJ: Erlbaum.
  • Forgasz, H. J., & Leder, G. C. (1996). Mathematics and english: Stereotyped domains? Focus on Learning Problems in Mathematics, 18, 129-37.
  • Gipps, C., & Tunstall, P. (1998). Effort, ability and the teacher: Young children's explanations for success and failure. Oxford Review of Education, 24(2), 149-165.
  • Gobel, P., Mori, S., Thang, S. M., Kan, N. H., & Lee, K. W. (2011). The impact of culture on student attributions for performance: A comparative study of three groups of EFL/ESL learners. Journal of Institutional Research South East Asia (JIRSEA), 9(1), 27-43.
  • Graham, S. J. (2004). Giving up on modern foreign languages? Students' perceptions of learning French. The Modern Language Journal, 88(2), 171-191.
  • Groenewald, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods, 3(1). Article 4. Retrieved [INSERT DATE] from http://www.ualberta.ca/~iiqm/backissues/3_1/pdf/groenewald.pdf
  • Holder, B. (2007). An investigation of hope, academics, environment, and motivation as predictors of persistence in higher education online programs. The Internet and higher education, 10(4), 245-260.
  • Hau, K. T., & Salili, F. (1993). Measurement of achievement attribution: A review of instigation methods, question contents, and measurement formats. Educational Psychology Review, 5(4), 377-422.
  • Heider, F. 1958. The psychology of interpersonal relations. New York: Wiley.
  • Hrastinski, S. (2008). Asynchronous and synchronous e-learning: A study of asynchronous and synchronous elearning methods discovered that each supports different purposes. EDUCAUSE Quarterly, 31(4), 51–55.
  • Hsieh, P. H. P., & Schallert, D. L. (2008). Implications from self-efficacy and attribution theories for an understanding of undergraduates’ motivation in a foreign language course. Contemporary Educational Psychology, 33(4), 513-532.
  • Ivankova, N. V., & Stick, S. L. (2005). Collegiality and community-building as a means for sustaining student persistence in the computer-mediated asynchronous learning environment. Online Journal of Distance Learning Administration, 8(3), 1-18.
  • Juvonen, J., & Weiner, B. (1993). An attributional analysis of students' interactions: The social consequences of perceived responsibility. Educational Psychology Review, 5(4), 325-345.
  • Kalaja, P. (2015). A review of five studies on learner beliefs about second language learning and teaching: exploring the possibilities of narratives. AFinLAn vuosikirja–AFinLA Yearbook, 2(73), 21-38.
  • Kemp, W. C. (2002). Persistence of adult learners in distance education. The American Journal of Distance Education, 16(2), 65-81.
  • Killen, R. (1994). Differences between students' and lecturers' perceptions of factors influencing students' academic success at university. Higher Education Research and Development, 13(2), 199-211.
  • Kozminsky, E., & Kozminsky, L. (2002). The dialogue page: Teacher and student dialogues to improve learning motivation. Intervention in School and Clinic, 38(2), 88-95.
  • Laube, M. R. (1992). Academic and social integration variables and secondary student persistence in distance education. Research in Distance Education, 4(1), 2–5.
  • Lei, L., &Qin, X.(2009). Anempirical study of success and failure attributions of EFL learners at the tertiary level in China. Asian EFL Journal, 11(3), 29-51. Levy, Y. (2007). Comparing dropouts and persistence in e-learning courses. Computers & Education, 48(2), 185-204.
  • Marton, F. (1986). Phenomenography: A research approach to investigating different understanding of reality. Journal of Tought, 21(3), 28-49.
  • Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503.
  • Moustakas, C. (1994). Phenomenological research methods.Thousand Oaks, CA: Sage.
  • Müller, T. (2008). Persistence of women in online degree-completion programs. International Review of Research in Open and Distance Learning, 9(2), 1-18.
  • Nash, R. D. (2005). Course completion rates among distance learners: Identifying possible methods to improve retention. Online Journal of Distance Learning Administration, 8(4), 1-27.
  • Normandeau, S., & Gobeil, A. (1998). A developmental perspective on children’s understanding of causal attributions in achievement-related situations. International Journal of Behavioral Development, 22(3), 611-632.
  • Orellana, A. (2006). Class size and interaction in online courses. Quarterly Review of Distance Education, 7(3), 229–248.
  • Özdamar Keskin, N., Özata, F. Z., Banar, K., & Royle, K., (2015). Examining digital literacy competences and learning habits of open and distance learners. Contemporary Educational Technology, 6(1), 74-90.
  • Park, J. H., & Choi, H. J. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Educational Technology & Society, 12(4), 207-217.
  • Park, Y. S., & Kim, U. (1998). Locus of control, attributional style, and academic achievement: Comparative analysis of Korean‐Chinese, and Chinese students. Asian Journal of Social Psychology, 1(2), 191-208.
  • Parker, A. (2003). Identifying predictors of academic persistence in distance education. USDLA Journal, 17(1), 55-62.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.
  • Perry, R. P., Hechter, F. J., Menec, V. H., & Weinberg, L. E. (1993). Enhancing achievement motivation and performance in college students: An attributional retraining perspective. Research in Higher Education,34(6), 687-723.
  • Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and practice. Englewood Cliffs, NJ: Prentice Hall
  • Pishghadam, R., & Zabihi, R. (2011). Foreign language attributions and achievement in foreign language classes. International Journal of Linguistics, 3(1), 1-11.
  • Punch, K.F. (2011). Sosyal araştırmalara giriş: Nicel ve nitel yaklaşımlar. Z. Etöz (Çev.ed.). Ankara: Siyasal Kitabevi.
  • Robertson, J. S. (2000). Is attribution training a worthwhile classroom intervention for K–12 students with learning difficulties? Educational Psychology Review, 12(1), 111-134.
  • Russell, D. (1982). The Causal Dimension Scale: A measure of how individuals perceive causes. Journal of Personality and social Psychology, 42(6), 1137.
  • Ryckman, D. B., & Peckham, P. (1987). Gender differences in attributions for success and failure situations across/subject areas. The Journal of Educational Research, 81(2), 120-125.
  • Sanders, P. (1982). Phenomenology: A new way of viewing organizational research. Academy of Management Review, 7(3), 353-360.
  • Schunk, D. H. (2003). Try harder? Motivational effects of effort attributional feedback. Development, 55, 1990-1999.
  • Schunk, D. H., & Gunn, T. P. (1986). Self-efficacy and skill development: Influence of task strategies and attributions. The Journal of Educational Research, 79(4), 238-244.
  • Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2014). Teaching and learning at a distance. Charlotte, NC: Information Age Pub.
  • Sinha, S. P., & Gupta, S. (2006). State self-esteem and causal attribution in reattribution training among self worth protective students. Journal of the Indian Academy of Applied Psychology, 32(3), 145-151.
  • Smith, J.A. and Eatough, V. (2006) ‘Interpretative phenomenological analysis’ In G. Breakwell, C. Fife-Schaw, S. Hammond, & J.A. Smith (Eds.). Research Methods in Psychology, (3rd ed.). London: Sage.
  • Stevens, L., van Werkhoven, W., & Castelijns, J. (2001). The Attunement strategy: Reclaiming children's motivation by responsive instruction. International Bureau of Education.
  • Stevenson, K., MacKeogh, K., & Sander, P. (2006). Working with student expectations of tutor support in distance education: Testing an expectations-led quality assurance model. Open Learning, 21(2), 139-152.
  • Stipek, D. J. (1988). Motivation to learn: From theory to practice. (2nd ed.). Needham Heights, MA: Allyn & Bacon.
  • Stone, T. E. (1992). A new look at the role of locus of control in completion rates in distance education. Research in Distance Education, 4(2), 6-9.
  • Sullivan, P. (2001). Gender differences and the online classroom: Male and female college students evaluate their experiences. Community College Journal of Research & Practice, 25(10), 805-818.
  • Thang, S. M., Gobel, P., Nor F. M. N., & Vijaya L. S. (2011). Students’ attributions for success and failure in the learning of English as a second language: A comparison of undergraduates from six public universities in Malaysia. Pertanika Journal of Social Sciences & Humanities, 19(2), 459-474.
  • Tremblay, P. F., & Gardner, R. C. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79(4), 505-518.
  • Tulu, G. (2013). Boys’ and girls’ attribution of performance in learning English as a foreign language: The case of Adama high schools in Ethiopia. Educational Research and Reviews, 8(23), 2197-2211.
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Journal Section Articles
Authors

Ayşe Taşkıran This is me

Publication Date March 31, 2017
Published in Issue Year 2017 Volume: 5 Issue: 1

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APA Taşkıran, A. (2017). Anadolu Üniversitesi Açıköğretim Fakültesi Öğrencilerinin Başarı Atıfları Üzerine Fenomenolojik Bir İnceleme. Eğitimde Nitel Araştırmalar Dergisi, 5(1), 58-79.
AMA Taşkıran A. Anadolu Üniversitesi Açıköğretim Fakültesi Öğrencilerinin Başarı Atıfları Üzerine Fenomenolojik Bir İnceleme. Derginin Amacı ve Kapsamı. March 2017;5(1):58-79.
Chicago Taşkıran, Ayşe. “Anadolu Üniversitesi Açıköğretim Fakültesi Öğrencilerinin Başarı Atıfları Üzerine Fenomenolojik Bir İnceleme”. Eğitimde Nitel Araştırmalar Dergisi 5, no. 1 (March 2017): 58-79.
EndNote Taşkıran A (March 1, 2017) Anadolu Üniversitesi Açıköğretim Fakültesi Öğrencilerinin Başarı Atıfları Üzerine Fenomenolojik Bir İnceleme. Eğitimde Nitel Araştırmalar Dergisi 5 1 58–79.
IEEE A. Taşkıran, “Anadolu Üniversitesi Açıköğretim Fakültesi Öğrencilerinin Başarı Atıfları Üzerine Fenomenolojik Bir İnceleme”, Derginin Amacı ve Kapsamı, vol. 5, no. 1, pp. 58–79, 2017.
ISNAD Taşkıran, Ayşe. “Anadolu Üniversitesi Açıköğretim Fakültesi Öğrencilerinin Başarı Atıfları Üzerine Fenomenolojik Bir İnceleme”. Eğitimde Nitel Araştırmalar Dergisi 5/1 (March 2017), 58-79.
JAMA Taşkıran A. Anadolu Üniversitesi Açıköğretim Fakültesi Öğrencilerinin Başarı Atıfları Üzerine Fenomenolojik Bir İnceleme. Derginin Amacı ve Kapsamı. 2017;5:58–79.
MLA Taşkıran, Ayşe. “Anadolu Üniversitesi Açıköğretim Fakültesi Öğrencilerinin Başarı Atıfları Üzerine Fenomenolojik Bir İnceleme”. Eğitimde Nitel Araştırmalar Dergisi, vol. 5, no. 1, 2017, pp. 58-79.
Vancouver Taşkıran A. Anadolu Üniversitesi Açıköğretim Fakültesi Öğrencilerinin Başarı Atıfları Üzerine Fenomenolojik Bir İnceleme. Derginin Amacı ve Kapsamı. 2017;5(1):58-79.