Beden Eğitiminde Öğretmen Geribildiriminin Rolü: Aracı Değişken Olarak Motivasyonel İklim

Year 2019, Volume: 34 Issue: 2, 372 - 386, 30.04.2019

Gökçe Erturan İlker Hülya Aşçı

Abstract

Bu
araştırmanın amacı, beden eğitimi derslerinde öğretmenin geribildiriminin
öğrencilerin algılanan motivasyonel iklim, içsel ve dışsal motivasyon, eğlence
ve konsantrasyon düzeyleri üzerine etkisini incelemektir. Kesitsel veri
toplamaya toplam
835 ortaokul öğrencisi (X_Yaş = 12.83
± 0.67) gönüllü
olarak katılmıştır. Denizli ilinden okulların seçiminde uygun örnekleme yöntemi
kullanılmıştır. Yapısal eşitlik modeli sonuçları, performans bilgisi
geribildiriminin algılanan performans yaklaşımı ikliminin pozitif tahmin
edicisi olduğunu ve algılanan ustalık ikliminin eğlence, konsantrasyon ve içsel
motivasyonun pozitif tahmin edicisi olduğunu ortaya koymuştur. Bunun yanında, algılanan
motivasyonel iklimin, algılanan öğretmen geribildirimi ile motivasyon, eğlence
ve konsantrasyon arasındaki ilişkiye aracılık etmediği belirlenmiştir.
Sonuçlar, beden eğitimi ortamı için anlamı bakımından tartışılmıştır.

Keywords

Algılanan öğretmen geribildirimi, algılanan motivasyonel iklim, motivasyon, eğlence, konsantrasyon, beden eğitimi

The Role of Teacher’s Feedback in Physical Education: Motivational Climate as Mediator

Abstract

The aim of this study was to investigate the role of perceived teachers’
feedback on the relationship among students’ perceptions of motivational
climate, intrinsic and extrinsic motivations, enjoyment and concentration in
physical education lessons. Total of 835 middle school students (M_Age
= 12.83 ± 0.67) voluntarily participated to the cross-sectional data collection. Convenience sampling was used to select schools
from Denizli. Structural Equation Modelling showed that knowledge of performance
feedback positively predicted perceived performance approach climate and perceived
mastery climate positively predicted enjoyment, concentration and intrinsic
motivation. Furthermore, perceived motivational climate was not found to
mediate the relationship among perceived teacher feedback, motivation and
lesson engagement. The results were discussed in terms of implications for physical education environment.

Keywords

Perceived teachers’ feedback, perceived motivational climate, motivation, enjoyment, concentration, physical education

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