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

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

Habibe Bilgili , İbrahim Keklik

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.

Keywords

akademik öz düzenleme, akademik öz yetkinlik, akademik motivasyon

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

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.

Keywords

Academic self-regulation, academic self-efficacy, academic motivation

References

• Aldridge, J. M. ve Rowntree, K. (2021). Investigating relationships between learning environment perceptions, motivation and self-regulation for female science students in Abu Dhabi, United Arab Emirates. Research in Science Education, 1-20. doi:10.1007/s11165-021-09998-2
• 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
• Aydin, S. (2016). An analysis of the relationship between high school students' self-efficacy, metacognitive strategy use and their academic motivation for learn biology. Journal of Education and Training Studies, 4(2), 53-59. doi:10.11114/jets.v4i2.1113
• Bai, B. ve Wang, J. (2020). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research, 1-22. doi: 10.1177/1362168820933190
• 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
• Can, G. (2015). Turkish Version of the academic motivation Scale. Psychological Reports, 116(2), 388-408.
• 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
• Field, A. (2005). Discovering Statistics Using SPSS (2nd ed.). SAGE Publications. https://doi.org/10.1111/j.1365-2648.2007.04270_1.x
• 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
• Lee, J. ve Turner, J. (2017). The role of pre-service teachers’ perceived instrumentality, goal commitment, and motivation in their self-regulation strategies for learning in teacher education courses. Asia-Pacific Journal of Teacher Education, 45(3), 213-228. doi:10.1080/1359866X.2016.1210082
• Lee, J., Turner, J. E. ve Thomson, M. M. (2015). A structural equation model of pre‐service teachers' perceptions of future goals and current course‐related motivation. Japanese Psychological Research, 57(3), 231-241. doi:10.1111/jpr.12082
• Lee, W., Lee, M. J. ve Bong, M. (2014). Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary Educational Psychology, 39(2), 86-99. doi:10.1016/j.cedpsych.2014.02.002
• León, J., Núñez, J. L. ve Liew, J. (2015). Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement. Learning and Individual Differences, 43, 156-163. doi:10.1016/j.lindif.2015.08.017
• Martinez-Pons, M. (2000). Effective transfer as a self-regulatory process: Implications for adult education. In Royaumont Symposium on Self-Learning, Paris.
• Narciss, S., Proske, A. ve Koerndle, H. (2007). Promoting self-regulated learning in web-based learning environments. Computers in Human Behavior, 23(3), 1126-1144. doi:10.1016/j.chb.2006.10.006
• Neuville, S., Frenay, M. ve Bourgeois, E. (2007). Task value, self-efficacy and goal orientations: Impact on self-regulated learning, choice and performance among university students. Psychologica Belgica, 47(1). doi:10.5334/pb-47-1-95
• Ng, B. (2018). Exploring procrastination and self-regulated learning through motivational beliefs. Journal of Research Initiatives, 3(3), 11. Erişim adresi: https://digitalcommons.uncfsu.edu/jri/vol3/iss3/11
• Ocak, G. ve Yamaç, A. (2013). Examination of the relationships between fifth graders' self-regulated learning strategies, motivational beliefs, attitudes, and achievement. Educational Sciences: Theory and Practice, 13(1), 380-387.
• Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470. doi:10.1016/S0883-0355(99)00015-4
• Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544–555. doi:10.1037/0022- 0663.92.3.544
• Pintrich, P. R. ve De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33. doi:10.1037/ 0022-0663.82.1.33
• Ranta, M., Silinskas, G. ve Wilska, T. A. (2020). Young adults' personal concerns during the COVID-19 pandemic in Finland: An issue for social concern. International Journal of Sociology and Social Policy, 40(10), 201-210. doi:10.1108/IJSSP-07-2020-0267
• Ryan, R. M. ve Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. doi:10.1037110003-066X.55.1.68
• Sadi, Ö. ve Uyar, M. (2013). The relationship between self-efficacy, self-regulated learning strategies and achievement: A path model. Journal of Baltic Science Education, 12(1), 21-33.
• Schumacher, R. E. ve Lomax, R. G. (2004). A Beginner’s Guide to Structural Equation Modelling (2. bs.). Lawrence Erlbaum Associates.
• Schunk, D. H. ve DiBenedetto, M. K., (2016). Self-Efficacy Theory in Education: Handbook of Motivation at School. Routledge. doi:10.4324/9781315773384.ch3
• Schunk, D.H. ve Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23 (1), 7-25. doi:10.1080/10573560600837578
• Shrout, P. E. ve Bolger, N. (2002). Mediation in experimental and nonexperimental studies: new procedures and recommendations. Psychological Methods, 7(4), 422–445. doi:10.1037//1082-989x.7.4.422
• Sıvacı, S. Y. ve Çöplü, F. (2020). Üniversite öğrencilerinin akademik öz-yeterlikleri, akademik motivasyonları ve yaşam boyu öğrenme eğilimleri arasındaki ilişki. Kırşehir Eğitim Fakültesi Dergisi, 21(1), 667-700. doi:10.29299/kefad.2020.21.01.018
• Soltani, A. ve Askarizadeh, G. (2021). How students’ conceptions of learning science are related to their motivational beliefs and self-regulation. Learning and Motivation, 73, 101707.
• Tabachnick, B. G. ve Fidell, L. S. (2013). Using multivariate statistics (6. bs.). Boston, MA: Pearson. Tosuncuoglu, I. (2019). The Interconnection of motivation and self regulated learning among university level efl students. English Language Teaching, 12(4), 105-114.
• Vallerand, R. J., Pelletier, L. G., Blais, M. R, Brière, N. M., Sené¬cal, C. ve E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic and amotivation in education. Educational and Psychological Measurement, 52, 1003-1017. doi:10.1177/0013164492052004025
• Wang, C. ve Zhao, H. (2020). The impact of COVID-19 on anxiety in Chinese university students. Frontiers in Psychology, 11, 1168. doi:10.3389/fpsyg.2020.01168
• Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C. S. ve Ho, R. C. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. International Journal of Environmental Research and Public Health, 17(5), 1729. doi:10.3390/ijerph17051729
• Wang, W. ve Zhan, J. (2020). The relationship between English language learner characteristics and online self-regulation: A structural equation modeling approach. Sustainability, 12(7), 3009. doi:10.3390/su12073009
• Wilson, K. ve Narayan, A. (2016). Relationships among individual task self-efficacy, self-regulated learning strategy use and academic performance in a computer-supported collaborative learning environment. Educational Psychology, 36(2), 236-253. doi:10.1080/01443410.2014.926312
• World Economic Form (WEF). (2020). The Future of Jobs Report 2020. Erişim adresi:https://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdf
• Yen, N. L., Bakar, K. A., Roslan, S., Luan, W. S. ve Abd Rahman, P. Z. M. (2005). Predictors of Self-regulated learning in Malaysian smart schools. International Education Journal, 6(3), 343-353. Erişim adresi: https://www.learntechlib.org/p/103495/.
• Yıldız, V. A. (2020, Eylül). Üniversite öğrencilerinin pandemi dönemi aldıkları eğitime ilişkin görüşleri. ICIER 2020 toplantısında sunulan bildiri. Near East University, Nicosia, Cyprus. Erişim adresi: https://icier2020.neu.edu.tr/wp-content/uploads/sites/38/2020/09/31/ICIER-2020-Proceeding-book-published-16.09.2020.pdf
• Yılmaz, M., Gürçay, D. ve Ekici, G. (2007). Akademik özyeterlik ölçeginin Türkçe’ye uyarlanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 3, 253-259.
• Yot-Domínguez, C. ve Marcelo, C. (2017). University students’ self-regulated learning using digital technologies. International Journal of Educational Technology in Higher Education, 14(1), 1-18.
• Yusuf, M. (2011). The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement. Procedia-Social and Behavioral Sciences, 15, 2623-2626. https://doi.org/10.1016/j.sbspro.2011.04.158
• Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
• Zimmerman, B.J. (2000). Attainment of self-regulation: A social cognitive perspective. M. Boekaerts, P.R. Pintrich ve M. Zeidner (Ed.) içinde, Handbook of self-regulation (s. 13-39). San Diego, CA: Academic Press.
• Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91. doi:10.1006/ceps.1999.1016
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. doi:10.1207/s15430421tip4102_2
• Zimmerman, B. J. ve Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51.
• Zinchenko, Y. P., Morosanova, V. I., Kondratyuk, N. G. ve Fomina, T. G. (2020). Conscious self-regulation and self-organization of life during the COVID-19 pandemic. Psychology in Russia: State of the Art, 13(4), 168-182. doi:10.11621/pir.2020.0411
• Zuffianò, A., Alessandri, G., Gerbino, M., Kanacri, B. P. L., Di Giunta, L., Milioni, M. ve Caprara, G. V. (2013). Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem. Learning and Individual Differences, 23, 158-162. doi:10.1016/j.lindif.2012.07.010