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

Year 2018, Volume: 28 Issue: 2, 199 - 210, 31.07.2018

Esma Ülkü Kaya

https://doi.org/10.18069/firatsbed.460939

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

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