Introspective (Reflexive) Thinking Styles on Achievement Goal Orientations: A Case Study of Undergraduate Students

Abstract

Ruminative thinking is defined as “self-attentiveness motivated by perceived threats, losses, or injustices to the self ” (Trapnell and Campbell, 1999:297) while reflexive thinking can be defined as the subject’s attitude that is about self-observation and analysis (Çiftçi, 2017). The aim of this study is to investigate the effects of ruminative and reflexive thinking styles of the target group under observation on their achievement goal orientations. Additionally, in the study investigates whether the ruminative and reflexive thinking styles and achievement goal orientations of the students differ depending on achievement variables (grade point average and graduation expectancy). The sample of the study consists of 3^rd grade and 4^th-grade students who are in daytime and evening education and study at business department of the faculty of economics and administrative sciences at a state university in 2017/2018 spring term (N=171). In the study, the participants completed the rumination-reflection questionnaire (Trapnell and Campbell, 1999) and the achievement goal questionnaire (Elliot and McGregor, 2001).  The achievements of the students were determined by two variables as self-reported grade point average level and graduation expectancy. As a result of the exploratory factor analyses of the items in the rumination-reflection questionnaire, it was determined that the questionnaire consisted of two factors as self-focused introspective thinking (reflection) and self-focused repetitive negative thinking (rumination), just as they were in the original study  (Trapnell and Campbell, 1999). Furthermore, as a result of the factor analysis conducted for the items of the achievement goal questionnaire, 4 factors were acquired (performance-approach, mastery-avoidance, mastery-approach and performance-avoidance), just as the original study (Elliot and McGregor, 2001). As a result of the multiple linear regression analyses, it was determined that the self-focused introspective thinking factor (reflection) had separate effects on performance-approach and mastery-approach factors. According to the independent samples t-test results, it was determined that the ruminative and reflexive thinking styles of the participants did not differ depending on the achievement variables. However, the achievement goal orientations (performance-approach and mastery-approach) of the participants were determined to differ depending on achievement variables. 

Keywords

• Ruminative Thinking,Reflexive Thinking,Achievement Goal Orientations,Grade Point Average (GPA) and Graduation Expectancy

KENDİNE ODAKLI TEKRARLI OLUMSUZ (RUMİNATİF) VE KENDİNE ODAKLI İÇ GÖZLEMSEL (REFLEKSİF) DÜŞÜNME TARZLARININ BAŞARI HEDEF YÖNELİMLERİNE ETKİLERİ: ÜNİVERSİTE ÖĞRENCİLERİ ÖRNEĞİ

Abstract

Refleksif düşünme, kendini gözlem ve analiz konusu alan öznenin tutumu olarak tanımlanabilirken (Çiftçi, 2017), ruminatif düşünme, “kendine dair algılanan tehditler, kayıplar, ya da haksızlıklarla güdülenen kendine yönelik dikkat” olarak tanımlanır (Trapnell ve Campbell, 1999:297). Bu çalışmanın amacı, incelenen hedef grubun ruminatif ve refleksif düşünme tarzlarının başarı hedef yönelimleri üzerindeki etkilerini incelemektir. Ayrıca çalışmada öğrencilerin ruminatif ve refleksif düşünme tarzlarının ve başarı hedef yönelimlerinin başarı değişkenlerine (genel not ortalaması ve mezuniyet beklentisi) göre farklılık gösterip göstermediği araştırılmıştır. Çalışmanın örneklemini bir kamu üniversitesinin iktisadi ve idari bilimler fakültesi işletme bölümünde 2017/2018 bahar yarıyılı itibariyle öğrenim gören 3. ve 4.sınıf normal ve ikinci öğretim öğrencileri oluşturmaktadır (N=171). Çalışmada katılımcılar kendine odaklı tekrarlı olumsuz düşünme-kendine odaklı iç gözlemsel düşünme anketine (Trapnell ve Campbell, 1999) ve başarı hedef anketine (Elliot ve McGregor, 2001) cevap vermişlerdir. Öğrencilerin başarıları ise kendilerinin belirttikleri genel not ortalaması düzeyi ve mezuniyet beklentisi şeklinde iki değişkenle ölçülmüştür. Kendine odaklı tekrarlı olumsuz düşünme-kendine odaklı iç gözlemsel düşünme anketi kalemlerinin keşfedici faktör analizleri sonucunda, orijinal makaledeki (Trapnell ve Campbell, 1999) gibi, anketin kendine odaklı iç gözlemsel düşünme (refleksiyon) ve kendine odaklı tekrarlı olumsuz düşünme (ruminasyon) şeklinde iki faktörden oluştuğu belirlenmiştir. Ayrıca başarı hedef anketi kalemlerinin faktör analizi sonucunda ise orijinal çalışmadaki (Elliot ve McGregor, 2001) gibi 4 faktör elde edilmiştir (performans yaklaşma, öğrenme-kaçınma, öğrenme-yaklaşma, performans-kaçınma). Çok değişkenli regresyon analizleri sonucunda ise, kendine odaklı iç gözlemsel düşünme faktörünün (refleksiyon), performans-yaklaşma ve öğrenme-yaklaşma faktörleri üzerinde ayrı ayrı etkiye sahip olduğu belirlenmiştir. Bağımsız örneklemler t testi sonuçlarına göre ise katılımcıların ruminatif ve refleksif düşünme tarzlarının başarı değişkenlerine göre farklılık göstermediği belirlenmiştir. Ancak başarı hedef yönelimlerinin (performans-yaklaşma ve öğrenme-yaklaşma) ise başarı değişkenlerine göre farklılık gösterdiği tespit edilmiştir.   

Keywords

• Ruminatif Düşünme,Refleksif Düşünme,Başarı Hedef Yönelimleri,Genel Not Ortalaması (GNO) ve Mezuniyet Beklentisi

References

1. Bjornebekk, Gunnar, Diseth, Age, Ulriksen, Robin (2013). Achievement Motives, Self-Efficacy, Achievement Goals, and Academic Achievement at Multiple Stages of Education:A Longitudinal Analysis. Psychological Reports:Human Resources &Marketing, 112, 3:771-787
2. Buluş, Mustafa (2011). Öğretmen Adaylarında Bireysel Farklılıklar Perspektifinden Amaç Yönelimleri, Denetim Odağı ve Akademik Başarı. Kuram ve Uygulamada Eğitim Bilimleri, 11 (2):529-546
3. Burhanoğlu, Sabri (2016). Ruminasyon (Rumination) Kavramı Nedir? www.sabriburhanoglu.com. (01.03.2018)
4. Chatzisarantis, Nikos L.D., Bing, Qi, Xin, Cui, Kawabata, Masato, Koch, Severine, Rooney, Rosanna, Hagger, Martin S. (2016). Comparing Effectiveness of Additive, Interactive and Quadratic Models in Detecting Combined Effects of Achievement Goals on Academic Attainment. Learning and Individual Differences, 50: 203-209
5. Chen, Wei-Wen (2015). The Relations Between Perceived Parenting Styles and Academic Achievement in Hong Kong: The Mediating Role of Students’ Goal Orientations. Learning and Individual Differences, 37: 48-54
6. Cox, Rebecca C., Cole, David A., Kramer, Eliza L., Olatunji, Bunmi O. (2018). Prospective Associations Between Sleep Disturbance and Repetitive Negative Thinking:The Mediating Roles of Focusing and Shifting Attentional Control. Behavior Therapy, 49: 21-31
7. Çiftçi, Bestami (2017). Düşünme Biçimleri-Siz Hangilerini Kullanıyorsunuz? 7.Sayı, www.megabeyin.com (elektronik dergi) (01.03.2018)
8. Daniels, Lia M., Haynes, Tara L., Stupnisky, Robert H., Perry, Raymond P., Newall, Nancy E., Pekrun, Reinhard (2008). Individual Differences in Achievement Goals:A Longitudinal Study of Cognitive, Emotional, and Achievement Outcomes. Contemporary Educational Psychology, 33: 584-608

9. Daniels, Lia M., Perry, Raymond P., Stupnisky, Robert H., Stewart, Tara L., Newall, Nancy E.G., Clifton, Rodney A. (2014). The Longitudinal Effects of Achievement Goals and Perceived Control on University Student Achievement. Eur J. Psychol.Educ. 29: 175-194
10. Darnon, Celine, Butera, Fabrizio, Mugny, Gabriel, Hulleman, Chris S. (2009). “Too Comlex for Me!” Why Do Performance-Approach and Performance-Avoidance Goals Predict Exam Performance? European Journal of Psychology of Education, Vol.XXIV, No.4: 423-434
11. DaSilveira, Amanda, DeSouza, Mariane L. and Gomes, William B. (2015). Self-Consciousness Concept and Assessment in Self-Report Measures. Frontiers in Psychology (www.frontiersin.org), Volume 6: 1-11
12. Diaconu-Gherasim, Loredana R. and Mairean, Cornelia (2016). Perception of Parenting Styles and Academic Achievement: The Mediating Role of Goal Orientations. Learning and Individual Differences, 49: 378-385
13. Diseth, Age (2011). Self-Efficacy, Goal Orientations and Learning Strategies as Mediators Between Preceding and Subsequent Academic Achievement. Learning and Individual Differences, 21: 191-195
14. Elliot, Andrew J. and McGregor, Holly A. (2001). A 2 X 2 Achievement Goal Framework. Journal of Personality and Social Psychology, Vol.80, No.3: 501-519
15. Fenollar, Pedro, Roman, Sergio and Cuestas, Pedro J. (2007). University Students’ Academic Performance:An Integrative Conceptual Framework and Empirical Analysis. British Journal of Educational Psychology, 77: 873-891
16. Güney, Salih (2011). Örgütsel Davranış. 1. Basım, Ankara: Nobel Yayın Dağıtım
17. Hoyer, Jürgen, Gloster, Andrew T., Herzberg, Philipp Yorck (2009). Is Worry Different from Rumination? Yes, It is More Predictive of Psychopathology! GMS Psycho-Social-Medicine, Vol.6: 1-9
18. Keune, Philipp M., Bostanov, Vladimir, Kotchoubey, Boris, Hautzinger, Martin (2012). Mindfulness Versus Rumination and Behavioral Inhibition: A Perspective From Research on Frontal Brain Asymmetry. Personality and Individual Differences, 53: 323-328
19. Kiken, Laura G. and Shook, Natalie J. (2014). Does Mindfulness Attenuate Thoughts Emphasizing Negativity, But not Positivity? Journal of Research in Personality, 53: 22-30
20. King, Ronnel B. (2015). Examining The Dimensional Structure and Nomological Network of Achievement Goals in the Philippines. Journal of Adolescence, 44: 214-218
21. Koçel, Tamer (2014). İşletme Yöneticiliği. 15.Baskı, İstanbul: Beta Basım A.Ş.
22. Lee, Eunju J. (2016). Endorsement of Achievement Goals Across Secondary School Years: Applying A State-Trait Framework. Journal of Research in Personality, 64: 21-33
23. Liu, Qing-Qi, Zhou, Zong-Kui, Yang, Xiu-Juan, Kong, Fan-Chang, Sun, Xiao-Jun, Fan, Cui-Ying (2018). Mindfulness and Sleep Quality in Adolescents:Analysis of Rumination as a Mediator and Self-Control as a Moderator. Personality and Individual Differences, 122: 171-176
24. Özkalp, Enver ve Kırel, Çiğdem (2010). Örgütsel Davranış. 4.Baskı, Bursa: Ekin Basım Yayın Dağıtım
25. Rahmani, Parisa (2011). The Relationship Between Self-Esteem, Achievement Goals and Academic Achievement Among The Primary School Students. Procedia-Social and Behavioral Sciences, 29: 803-808
26. Roso-Bas, Fatima, Jimenez, Antonia Pades and Garcia-Buades, Esther (2016). Emotional Variables, Dropout and Academic Performance in Spanish Nursing Students. Nurse Education Today, 37: 53-58
27. Rusk, Natalie, Tamir, Maya, Rothbaum, Fred (2011). Performance and Learning Goals for Emotion Regulation. Motiv.Emot., 35: 444-460
28. Schoofs, Hanne, Hermans, Dirk and Raes, Filip (2010). Brooding and Reflection as Subtypes of Rumination:Evidence from Confirmatory Factor Analysis in Nonclinical Samples Using The Dutch Ruminative Response Scale. J. Psychopathol. Behav. Assess., 32: 609-617
29. Schut, Diana M. and Boelen, Paul A. (2017). The Relative Importance of Rumination, Experiential Avoidance and Mindfulness as Predictors of Depressive Symptoms. Journal of Contextual Behavioral Science, 6: 8-12
30. Sutton, Anna (2016). Measuring the Effects of Self-Awareness: Construction of the Self-Awareness Outcomes Questionnaire. Europe’s Journal of Psychology, Vol. 12 (4): 645-658
31. Şimşek, M. Şerif, Akgemci, Tahir ve Çelik, Adnan (2011). Davranış Bilimlerine Giriş ve Örgütlerde Davranış. 7.Baskı, Ankara: Gazi Kitabevi
32. Thomsen, Dorthe Kirkegaard, Tonnesvang, Jan, Schnieber, Anette, Olesen, Martin Hammershoj (2011). Do People Ruminate Because They haven’t Digested their Goals? The Relations of Rumination and Reflection to Goal Internalization and Ambivalence. Motiv.Emot., 35: 105-117
33. Trapnell, Paul D. and Campbell, Jennifer D. (1999). Private Self-Consciousness and the Five-Factor Model of Personality: Distinguishing Rumination from Reflection. Journal of Personality and Social Psychology, Vol.76, No.2: 284-304
34. Van Boekel, Martin and Martin, Joan M. (2014). Examining the Relation Between Academic Rumination and Achievement Goal Orientation. Individual Differences Research, Vol.12, No.4-A:153-169
35. Yamakoshi, Shohei and Tsuchiya, Hironobu (2016). The Effects of Trait Rumination and Reflection on Mental Health among Japanese University Athletes. Psychology, 7: 533-540