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Akademik Öz Yetkinlik ile Akademik Öz Düzenleme Arasındaki İlişkide Akademik Motivasyonun Aracı Rolü

Year 2022, Volume: 12 Issue: 1, 213 - 227, 30.04.2022

Abstract

Bu araştırmanın amacı, üniversite öğrencilerinde akademik öz yetkinlik ile akademik öz düzenleme arasındaki ilişkide akademik motivasyonun aracı rolünün incelenmesidir. Araştırmanın çalışma grubunu, 281 kadın (%72.4) ve 107 erkek (%27.6) olmak üzere toplam 388 üniversite öğrencisi oluşturmaktadır. Katılımcıların yaşları 18 ile 45 arasında değişmekte olup yaş ortalamaları 21.85’tir. Araştırmada veri toplama amacıyla Akademik Öz Yeterlik Ölçeği, Akademik Öz Düzenleme Ölçeği ve Akademik Motivasyon Ölçeği kullanılmıştır. Akademik öz yetkinlik, akademik öz düzenleme ve akademik motivasyon arasındaki ilişkiler, Pearson Korelasyon Katsayısı ve Yapısal Eşitlik Modellemesi uygulanarak test edilmiştir. Araştırma sonucunda akademik motivasyonun, akademik öz yetkinlik ve akademik öz düzenleme arasındaki ilişkide aracı rolünün anlamlı olduğu bulgusuna ulaşılmıştır. Araştırma bulguları ilgili alan yazın ışığında tartışılmıştır.

References

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The Mediator Role of Academic Motivation in the Relationship between Academic Self-Efficacy and Self-Regulation

Year 2022, Volume: 12 Issue: 1, 213 - 227, 30.04.2022

Abstract

The purpose of this study was to investigate the mediating role of academic motivation in the relationship between academic self-efficacy and academic self-regulation. The participants consisted of 388 university students, 281 females (72.4%) and 107 males (27.6%), participated the study. Ages of the participants ranged between 18 to 45 and (M=21.85). Academic Self-Efficacy Scale, Academic Self-Regulation Scale, and Academic Motivation Scale were used for data collection. The relationship between academic self-efficacy, academic motivation, and academic self-regulation were investigated through Pearson Correlation Coefficient and Structural Equalization Modelling. Findings of the study showed that academic motivation significantly mediated the relationship between academic self-efficacy and academic self-regulation. Findings were discussed in light of the existing literature.

References

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  • Algahtani, F. D., Zrieq, R., Aldhmadi, B. K., Atta, A., Obeidat, R. M. ve Kadri, A. (2021). Academic self-perception and course satisfaction among university students taking virtual classes during the COVID-19 pandemic in the Kingdom of Saudi-Arabia (KSA). Education Sciences, 11(3), 134. doi:10.3390/educsci11030134
  • Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V., Sulijaya, B. ve Puspitawati, R. (2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC Medical Education, 20(1), 1-8. doi:10.1186/s12909-020-02312-0
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  • Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behaviour and Human Decision Processes, 50, 248-287.
  • Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2, 21-41.
  • Blume, F., Schmidt, A., Kramer, A. C., Schmiedek, F. ve Neubauer, A. B. (2021). Homeschooling during the SARS-CoV-2 pandemic: The role of students’ trait self-regulation and task attributes of daily learning tasks for students’ daily self-regulation. Zeitschrift für Erziehungswissenschaft, 24(2), 367-391. doi:10.1007/s11618-021-01011-w
  • Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N. ve Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. The lancet, 395(10227), 912-920. doi:10.1016/S0140-6736(20)30460-8
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  • Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C. ve Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525-534. doi:10.1037/0022-0663.100.3.525
  • Chiu, T. K., Lin, T. J. ve Lonka, K. (2021). Motivating online learning: The challenges of COVID-19 and beyond. The Asia-Pacific Education Researcher, 30(3), 187–190. doi:10.1007/s40299-021-00566-w
  • Cho, M. H. ve Shen, D. (2013) Self-regulation in online learning, Distance Education, 34(3), 290-301. doi:10.1080/01587919.2013.835770
  • Deci, E. (1971). Effects of externally mediated rewards on instrict motivastion. Journal of Personality and Social Psychology, 18(1), 105-115.
  • Deci, E. L. ve Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182-185. doi:10.1037/a0012801
  • Deci, E. L., Vallerand, R. J., Pelletier, L. G. ve Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3-4), 325-346.
  • Dignath-van Ewijk, C., Fabriz, S. ve Büttner, G. (2015). Fostering self-regulated learning among students by means of an electronic learning diary: A training experiment. Journal of Cognitive Education and Psychology, 14(1), 77-97. doi:10.1891/1945-8959.14.1.77
  • Diseth, A. (2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21(2), 191-195. doi:10.1016/j.lindif.2011.01.003
  • Dörrenbächer, L. ve Perels, F. (2016). More is more? Evaluation of interventions to foster self-regulated learning in college. International Journal of Educational Research, 78, 50-65. doi: 10.1016/j.ijer.2016.05.010
  • Field, A. (2005). Discovering Statistics Using SPSS (2nd ed.). SAGE Publications. https://doi.org/10.1111/j.1365-2648.2007.04270_1.x
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  • Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408–420. https://doi.org/10.1080/03637750903310360
  • Jerusalem, M. ve Schwarzer, R. (1981). Fragebogen zur Erfassung von" Selbstwirksamkeit. Skalen zur Befindlichkeit und Persoenlichkeit In R. Schwarzer (Hrsg.).(Forschungsbericht No. 5). Berlin: Freie Universitaet, Institut fuer Psychologie.
  • Kandemir, M. (2014). Reasons of academic procrastination: Self-regulation, academic self-efficacy, life satisfaction and demographics variables. Procedia-Social and Behavioral Sciences, 152, 188-193. doi:10.1016/j.sbspro.2014.09.179
  • Kaplan, E. (2014). Beden eğitimi ve spor öğretmenliği öğrencilerinde öz-düzenleme: ölçek uyarlama çalışması. (Yayımlanmamış yüksek lisans tezi), Akdeniz Üniversitesi, Antalya.
  • Karagöz, N., Ağadayı, E. ve Ayhan Başer, D. (2020). Bir tıp fakültesi öğrencilerinin pandemide uzaktan eğitim ile ilgili davranışları ve sorunları pandemi sürecinde tıp eğitimi. The Journal of Turkish Family Psycsician. 11 (4), 149-158. doi:10.15511/tjtfp.20.00449
  • Karasar, N. (2012). Bilimsel araştırma yöntemi: kavramlar, ilkeler, teknikler. Ankara: Nobel Yayın Dağıtım.
  • Keskin, S. ve Yurdugül, H. (2019). Factors affecting students’ preferences for online and blended learning: Motivational vs. cognitive. European Journal of Open, Distance and E-Learning (EURODL), 22(2), 72-86.
  • Kline, R. B. (1998). Principles and practice of structural equation modeling. The Guilford Press.
  • Koca, F. ve Dadandı, İ. (2019). Akademik öz-yeterlik ile akademik başarı arasındaki ilişkide sınav kaygısı ve akademik motivasyonun aracı rolü. İlkogretim Online, 18(1). doi:10.17051/ilkonline.2019.527207
  • Komarraju, M. ve Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter?. Learning and Individual Differences, 25, 67-72. doi:10.1016/j.lindif.2013.01.005
  • Lau, K. L. ve Chan, D. W. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading, 26(2), 177-190. doi:10.1111/1467-9817.00195
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There are 72 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Habibe Bilgili 0000-0002-0138-8823

İbrahim Keklik 0000-0002-8442-995X

Publication Date April 30, 2022
Published in Issue Year 2022 Volume: 12 Issue: 1

Cite

APA Bilgili, H., & Keklik, İ. (2022). Akademik Öz Yetkinlik ile Akademik Öz Düzenleme Arasındaki İlişkide Akademik Motivasyonun Aracı Rolü. Yükseköğretim Ve Bilim Dergisi, 12(1), 213-227. https://doi.org/10.5961/higheredusci.1026072
AMA Bilgili H, Keklik İ. Akademik Öz Yetkinlik ile Akademik Öz Düzenleme Arasındaki İlişkide Akademik Motivasyonun Aracı Rolü. J Higher Edu Sci. April 2022;12(1):213-227. doi:10.5961/higheredusci.1026072
Chicago Bilgili, Habibe, and İbrahim Keklik. “Akademik Öz Yetkinlik Ile Akademik Öz Düzenleme Arasındaki İlişkide Akademik Motivasyonun Aracı Rolü”. Yükseköğretim Ve Bilim Dergisi 12, no. 1 (April 2022): 213-27. https://doi.org/10.5961/higheredusci.1026072.
EndNote Bilgili H, Keklik İ (April 1, 2022) Akademik Öz Yetkinlik ile Akademik Öz Düzenleme Arasındaki İlişkide Akademik Motivasyonun Aracı Rolü. Yükseköğretim ve Bilim Dergisi 12 1 213–227.
IEEE H. Bilgili and İ. Keklik, “Akademik Öz Yetkinlik ile Akademik Öz Düzenleme Arasındaki İlişkide Akademik Motivasyonun Aracı Rolü”, J Higher Edu Sci, vol. 12, no. 1, pp. 213–227, 2022, doi: 10.5961/higheredusci.1026072.
ISNAD Bilgili, Habibe - Keklik, İbrahim. “Akademik Öz Yetkinlik Ile Akademik Öz Düzenleme Arasındaki İlişkide Akademik Motivasyonun Aracı Rolü”. Yükseköğretim ve Bilim Dergisi 12/1 (April 2022), 213-227. https://doi.org/10.5961/higheredusci.1026072.
JAMA Bilgili H, Keklik İ. Akademik Öz Yetkinlik ile Akademik Öz Düzenleme Arasındaki İlişkide Akademik Motivasyonun Aracı Rolü. J Higher Edu Sci. 2022;12:213–227.
MLA Bilgili, Habibe and İbrahim Keklik. “Akademik Öz Yetkinlik Ile Akademik Öz Düzenleme Arasındaki İlişkide Akademik Motivasyonun Aracı Rolü”. Yükseköğretim Ve Bilim Dergisi, vol. 12, no. 1, 2022, pp. 213-27, doi:10.5961/higheredusci.1026072.
Vancouver Bilgili H, Keklik İ. Akademik Öz Yetkinlik ile Akademik Öz Düzenleme Arasındaki İlişkide Akademik Motivasyonun Aracı Rolü. J Higher Edu Sci. 2022;12(1):213-27.