Yükseköğretimde İngilizce Öğrenen Öğrencilerin Akademik Öz-Benlik, Öz-Yeterlik, Öz-Düzenleme ve Başarıları Arasındaki İlişki

Year 2015, Issue: 1, 32 - 40, 01.04.2015

Özkan Kırmızı

Abstract

Öz-benlik, öz-yeterlik ve öz-düzenleme İngilizce öğrenen öğrencilerin başarılarını önemli ölçüde etkilemektedir. Bu yüzden, bu çalışma yüksek öğretimdeki öğrencilerin öz-benlik, öz-yeterlik ve öz-düzenleme seviyelerini akademik başarı ve öz-değerlendirme açısından ölçmek ve ikincil olarak öz-benlik, öz-yeterlik ve öz-düzenleme arasındaki ilişkiyi araştırmak için tasarlanmıştır. Bu çalışmada akademik öz-benlik, akademik öz-güven ve akademik öz-çaba olarak iki bileşenden oluşmaktadır. Çalışmanın katılımcıları İngiliz Dili ve Edebiyatı Bölümü’nde kayıtlı 130 yükseköğretim öğrencisidir. Liuand Wang’nin 2005 akademik öz-benlik ölçeği ana veri toplama aracı olarak kullanılmıştır. Bu ölçek iki alt kategoriden oluşmaktadır: Akademik öz-güven ve akademik öz-çaba. Öz-yeterliliği ölçmek için alan yazın taraması sonucu 4 maddelik bir sormaca ve öz-düzenleme becerilerini ölçmek için Pintrich et al. 1991 tarafından geliştirilen Güdülenme ve Öğrenme Stratejileri Ölçeği kullanılmıştır. Elde edilen verileri analiz etmek için tanımlayıcı, varyans, korelasyon ve regresyon analizleri kullanılmıştır. Sonuçlar göstermektedir ki yükseköğretimde İngilizce öğrenen Türk öğrenciler ortalama düzeyde akademik öz-benlik, özyeterlik, öz-düzenleme ve öz-değerlendirme seviyelerine sahiptirler. Başarı seviyeleri yüksek olan öğrencilerin daha yüksek öz-düzenleme, öz-değerlendirme ve akademik öz-güvene sahip oldukları görülmüştür. Korelasyon analizi çalışmanın bütün değişkenlerinin birbiriyle ve akademik başarıyla ilişkili olduğunu göstermiştir ve regresyon analizi de başarının tek belirleyicisinin öz-yeterlik olduğunu göstermiştir

Keywords

Öz-benlik, Öz-yeterlik, Öz-düzenleme, Akademik başarı

The Interplay Among Academic Self-Concept, Self-Efficacy, Self-Regulation and Academic Achievement of Higher Education L2 Learners

Abstract

Self-concept, self efficacy, and self-regulation are three important factors that predict the success of L2 learners to a large extent. Therefore, the present study was designed to measure the academic self-concept, self efficacy, self-regulation level of higher education students in relation to academic achievement and self-evaluation and secondarily to investigate the correlation between academic self-concept, selfefficacy, and self-regulation. In the present study, academic self-concept was conceptualized as comprising of two main components: academic confidence and academic effort. The participants of the study are 130 higher education EFL English as a Foreign Language learners enrolled in English Language and Literature department. Liu and Wang’s 2005 academic self-concept scale was used as the main data collection tool. It consists of two sub-scales; academic confidence and academic effort scales. A four-item questionnaire was formed by examining the literature in order to measure self-efficacy and Motivated Strategies for Learning Questionnaire MSLQ , developed by Pintrich et al. 1991 , was used to measure self-regulation beliefs of students. Descriptive, variance, correlation and regression analyses were conducted in order to analyze the data. The results indicated that higher education Turkish EFL learners have a moderate-to-high level of self-concept, self-efficacy, self-regulation, and self-evaluation. High achieving students were found to have higher levels of selfregulation, self-evaluation and academic confidence. Correlation analysis indicated that all of the variables of the study are highly correlated with academic success and regression analysis revealed that self-efficacy was the most important predictor of academic success

Keywords

Self-concept, Self-efficacy, Self-regulation, Academic achievement

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