Lisans Öğrencilerinin Akademik Başarıları ve Kariyer Kararı Öz-Yeterliklerinin Lisansüstü Eğitim Niyetlerine Etkisi

Year 2021, Volume: 11 Issue: 1, 1 - 13, 30.04.2021

İlhan Ilter

Abstract

Bu araştırmanın amacı kariyer kararı öz-yeterliğin akademik başarı ile lisansüstü eğitim niyeti arasındaki ilişkide aracı bir role sahip olup
olmadığını incelemektir. Araştırma, lisansüstü programlara sahip bir devlet üniversitesinin eğitim fakültesinde öğrenim gören 315 öğrenci
ile yürütülmüştür. Veriler “Kariyer Kararı Öz-Yetkinlik Ölçeği” ve “Lisansüstü Eğitim Niyeti Ölçeği” kullanılarak elde edilmiştir. Verilerin
analizinde Pearson momentler çarpımı korelasyon katsayısı ve kurulan modelin aracılık etkisini test etmek için yapısal eşitlik modellemesi
kullanılmıştır. Elde edilen sonuçlara göre akademik başarı ve kariyer kararı öz-yeterliği öğrencilerin lisans sonrası lisansüstü eğitime başlama
ile ilgili niyetlerini pozitif yönde yordamıştır. Ayrıca akademik başarı öğrencilerin kariyer kararı öz-yeterliklerini pozitif yönde etkilemiştir.
Yapısal eşitlik modellemesi sonuçlarında kariyer kararı öz-yeterliğin akademik başarı ile lisansüstü eğitim niyeti arasındaki ilişkide kısmi
aracı rolünde olduğu görülmüştür. Sonuç olarak üniversite öğrencilerinin akademik başarı düzeyleri arttıkça kariyer kararı öz-yeterliklerinin
de yükseldiği; bunun sonucu olarak da lisans sonrası lisansüstü programlara devam etme niyetlerinin arttığı görülmektedir. Bu anlamda
üniversitelerin lisansüstü eğitim için mentorluk ya da çalışma merkezleri oluşturarak öğrencilerin kariyer potansiyelleri hakkında bilgiler
toplamaları, planlar yapmaları ve bu planları uygulamaya koymaları lisansüstü eğitime katılım için önemli bir adım olabilir.

Keywords

Öz-yeterlik, kariyer kararı öz-yeterliği, akademik başarı, lisansüstü eğitim

The Effect of Academic Achievement and Career Decision Self-Efficacy on Postgraduate Study Intentions among Undergraduate Students

Abstract

This study aimed to examine the mediation role of career decision self-efficacy in the relationship between academic achievement
and postgraduate (PG) study intentions among undergraduate students. The study was conducted with 315 students who enrolled in
fourth-grade in different programs in the education faculty of a university in Turkey. Data were collected by using the “Career Decision
Self-Efficacy Scale” and “Postgraduate Education Intention Scale”. Pearson product-moment correlation coefficient was used in the
analysis of the data and structural equation modeling was used to test the mediating effect of the hypothesized model. Results showed
that academic achievement and career decision self-efficacy directly predicted PG study intentions of students. Academic achievement
positively predicted career decision self-efficacy. Results of SEM indicate d that career decision self-efficacy has a partial mediation role in
the relationship between academic achievement and PG study intentions. As a result, it was concluded that as the academic achievement
of current undergraduate students increases, their career decision self-efficacy also increases; thus their intentions to pursue PG study
increases. Universities should collect information about the career potential of undergraduate students, make plans and put these plans into
action by the creation of mentoring centers for the provision of postgraduate education can be an important step for part in postgraduate
studies.

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