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İlköğretim Öğrencilerinin Sosyal Bilgiler Dersine Yönelik Yeterlik Beklentileri ve Değer Algılarının İncelenmesi

Year 2019, Volume: 34 Issue: 4, 1107 - 1120, 31.10.2019

Abstract

Bu araştırmanın amacı; ilköğretim öğrencilerinin sosyal bilgiler dersine yönelik yeterlik beklentileri ve değer algılarının farklı değişkenler açısından incelenmesidir. Öğrencilerin sosyal bilgiler dersine yönelik yeterlik beklentileri ve değer algılarını belirlemek için Tünkler ve Yurt (2016) tarafından sosyal bilgiler dersine uyarlanan “Matematikte Benlik ve Görev Algısı Envanteri” kullanılmıştır. Öğrencilerin demografik bilgileri ile dönem sonu ders notlarına ulaşmak için demografik bilgi formundan yararlanılmıştır. Araştırma sonucunda; ilköğretim öğrencilerinin sosyal bilgiler dersine yönelik yeterlik beklentilerinin düşük düzeyde olduğu, yeterlik beklentisinin cinsiyete göre farklılaşmadığı, ancak sınıf düzeyi ve ders başarına göre anlamlı bir şekilde farklılaştığı görülmüştür. Araştırmanın katılımcılarının sosyal bilgiler dersine yönelik değer algılarının orta düzeyde olduğu tespit edilmiştir. Ayrıca öğrencilerin değer algılarının cinsiyete göre farklılaşmadığı, sınıf düzeyi ile ders başarısına göre farklılaştığı belirlenmiştir. Öğrencilerin sosyal bilgiler dersine yönelik yeterlik beklentileri ile değer algıları arasındaki ilişkiye bakıldığında; yeterlik beklentileri ile içsel değer, dışsal değer ve önem değeri algıları arasında orta düzeyde pozitif ve anlamlı bir ilişki tespit edilirken, çaba gereksinimi arasında düşük düzeyde pozitif ve anlamlı bir ilişki bulunmuştur. Son olarak yeterlik beklentisi ile görev zorluğu arasında orta düzeyde negatif ve anlamlı bir ilişki saptanmıştır.

References

  • Ağbuğa, B. (2011). Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students. Eğitim ve Bilim, 36(160), 24-37.
  • Alderman, M. K. (2004). Motivation for achievement: Possibilities for teaching and learning (2. Baskı). Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Anderman, E. M. ve Dawson, H. (2011). Learning with motivation. R. E. Mayer ve P. A. Alexander (Ed.) içinde, Handbook of research on learning and instruction (ss. 219–241). New York, NY: Routledge.
  • Anderman, E. M. ve Wolters, C. A. (2006). Goals, values, and affect: Influences on motivation. P. A. Alexander ve P. H.Winne (Ed.) içinde, Handbook of educational psychology (2. baskı, ss. 369–389). Mahwah, NJ: Erlbaum.
  • Andersen, L. ve Ward, T. J. (2014). Expectancy‐value models for the STEM persistence plans of ninth‐grade, high‐ability students: A comparison between black, hispanic, and white students. Science Education, 98(2), 216-242.
  • Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. A. Bandura (Ed.) içinde, Self-efficacy in changing societies (ss. 1-45 ). New York: Cambridge University Press.
  • Barron, K. E. ve Hulleman, C. S. (2015). The expectancy-value-cost model of motivation. J. D. Wright (Ed.) içinde, International encyclopedia of the social and behavioral sciences (ss. 503-509). Oxford: Elsevier Ltd.
  • Battle, A. ve Wigfield, A. (2003). College women’s value orientations toward family, career, and graduate school. Journal of Vocational Behavior, 62(1), 56-75.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel araştırma yöntemleri (13. Baskı). Ankara: Pegem Akademi.
  • Choi, J., Fiszdon, J. M. ve Medalia, A. (2010). Expectancy-value theory in persistence of learning effects in schizophrenia: Role of task value and perceived competency. Schizophrenia Bulletin, 36(5), 957–965.
  • Chouinard, R., Karsenti, T. ve Roy, N. (2007). Relations among competence beliefs, utility value, achievement goals, and effort in mathematics. British Journal of Educational Psychology, 77(3), 501-517.
  • Cohen, J. (1988). Statistical power analysis for the behavioral science. New Jersey: Lawrence Erlbaum Associates.
  • Dickhäuser, O. ve Stiensmeier-Pelster, J. (2002). Gender differences in computer work: Evidence for the model of achievement-related choices. Contemporary Educational Psychology, 27, 486-496.
  • Eccles, J. S. (2005a). Studying gender and ethnic differences in participation in math, physical science, and information technology. New Directions for Child and Adolescent Development, 110, 7-14.
  • Eccles, J. S. (2005b). Subjective task value and the Eccles et al. model of achievement-related choices. A. J. Elliot ve C. S. Dweck (Ed.) içinde. Handbook of competence and motivation (ss. 105-121). New York: Guilford Press.
  • Eccles, J. S. ve Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and social psychology bulletin, 21(3), 215-225.
  • Eccles, J. S. ve Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132.
  • Eggen, P. ve Kauchak, D. (2010). Educational psychology: Windows on classrooms (8. baskı). USA: Merrill.
  • Elliott, J. G., Hufton, N. R., Willis, W. ve Illushin, L. (2005). Motivation, engagement and educational performance: International perspectives on the contexts for learning. London: Palgrave McMillan
  • Fielding-Wells, J., O'Brien, M. ve Makar, K. (2017). Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics. Mathematics Education Research Journal, 29(2), 237-254.
  • Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D. ve Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232-244.
  • Fredricks, J. A. ve Eccles, J. S. (2002). Children's competence and value beliefs from childhood through adolescence: growth trajectories in two male-sex-typed domains. Developmental Psychology, 38(4), 519.
  • Gao, Z., Lee, A. M. ve Harrison, L. (2008). Understanding students' motivation in sport and physical education: From the expectancy-value model and self-efficacy theory perspectives. Quest, 60(2), 236-254.
  • Gao, Z. ve Xiang, P. (2008). College students’ motivation toward weight training: An application of expectancy-value model. Journal of Teaching in Physical Education, 27(1), 399-415.
  • Gorges, J. ve Kandler, C. (2012). Adults' learning motivation: Expectancy of success, value, and the role of affective memories. Learning and Individual Differences, 22(5), 610-617.
  • Hartnett, M. (2016). Motivation in online education. Singapore: Springer.
  • Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S. ve Wigfield, A. (2002). Changes in children’s self‐competence and values: Gender and domain differences across grades one through twelve. Child Development, 73(2), 509-527.
  • Masson, A.-L., Klop, T. ve Osseweijer, P. (2016). An analysis of the impact of student–scientist interaction in a technology design activity, using the expectancyvalue model of achievement related choice. Int J Technol Des Educ, 26, 81–104.
  • Meece, J. L., Glienke, B. B. ve Askew, K. (2009). Gender and motivation. K. R. Wentzel ve A. Wigfield (Ed.) içinde, Handbook of motivation at school (ss. 411-431). UK: Routledge
  • Moreno, R. (2010). Educational Psychology. United States: Wiley.
  • Ormrod, J. E. (2013). Öğrenme Psikolojisi (Çev. Ed. Mustafa Baloğlu). Ankara: Nobel Akademik Yayıncılık.
  • Pajares, F. ve Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24(2), 124-139.
  • Parsons, J. E., Adler, T. ve Meece, J. L. (1984). Sex differences in achievement: A test of alternate theories. Journal of Personality and Social Psychology, 46(1), 26-43.
  • Pintrich, P. R. (2003). Motivation and classroom learning. W. M. Reynolds ve G. E. Miller (Ed.) içinde, Handbook of psychology: Educational psychology (7. cilt, ss. 103-122). New York: Wiley.
  • Pintrich, P. R. ve De Groot, E. V. (1990). Motivational and self-regulated learnin components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
  • Plante, I., O’Keefe, P. A. ve Théorêt, M. (2013). The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions. Motivation and Emotion, 37(1), 65-78.
  • Reinhard, M. A., Schindler, S. ve Dickhäuser, O. (2015). Effects of subjective task values and information processing on motivation formation. International Journal of Psychological Studies, 7(3), 58-66.
  • Schunk, D. H. (2012). Learning theories: An educational perspective (6. Baskı), Boston: Pearson.
  • Schunk, D. H. ve Miller, S. D. (2002). Self-efficacy and adolescents’ motivation. F. Pajares ve T. Urdan (Ed.) içinde, Academic motivation of adolescents (ss. 29-52). Greenwich, Connecticut: IAP.
  • Simpkins, S. D., Davis-Kean, P. E. ve Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70-83.
  • Slavin, R. E. (2006). Educational psychology: Theory and practice (8. Baskı), Boston: Pearson.
  • Sun, H., Ding, H. ve Chen, A. (2013). Nothing but being there matters: Expectancy-value motivation between US and Chinese middle school students. International Education, 42(2), 7-20.
  • Sun, S., Vancouver, J. B. ve Weinhardt, J. M. (2014). Goal choices and planning: Distinct expectancy and value effects in two goal processes. Organizational Behavior and Human Decision Processes, 125(2), 220-233.
  • Tollefson, N. (2000). Classroom applications of cognitive theories of motivation. Educational Psychology Review, 12(1), 63-83.
  • Tünkler, V. ve Yurt, E. (2016). Ortaokul öğrencilerinin sosyal bilgiler ders başarıları, yeterlik beklentileri, görev değeri ve görev zorluğu algıları arasındaki ilişkilerin yapısal eşitlik modeli ile incelenmesi. V. Uluslararası Sosyal Bilgiler Eğitimi Sempozyumu, Pamukkale Üniversitesi, Denizli.
  • Yurt, E. ve Akyol, A. (2015). Matematikte benlik ve görev algısı envanterinin Türkçe’ye uyarlanması. 24. Ulusal Eğitim Bilimleri Kongresi, Niğde Üniversitesi, Niğde.
  • Wang, M. T. ve Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33(4), 304-340.
  • Watkinson, E. J., Dwyer, S. A. ve Nielsen, A. B. (2005). Children theorize about reasons for recess engagement: Does expectancy-value theory apply. Adapted Physical Activity Quarterly, 22(2), 179-197.
  • Watt, H. M., Shapka, J. D., Morris, Z. A., Durik, A. M., Keating, D. P. ve Eccles, J. S. (2012). Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: A comparison of samples from Australia, Canada, and the United States. Developmental Psychology, 48(6), 1-19.
  • Wigfield, A. ve Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35.
  • Wigfield, A. ve Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12(3), 265-310.
  • Wigfield, A. ve Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.
  • Wigfield, A., Eccles, J. S., Roeser, R. W. ve Schiefele, U. (2008). Development of achievement motivation. W. Damon ve R. M. Lerner (Ed.) içinde, Child and adolescent development: An advanced course (ss. 406-434). Hoboken, NJ: John Wiley & Sons.
  • Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J., Freedman-Doan, C. ve Blumenfeld, P. C. (1997). Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89(3), 451-469.
  • Wigfield, A. ve Tonks, S. (2002). Adolescents’ expectancies for success and achievement task values during the middle and high school years. F. Pajares ve T. Urdan (Ed.) içinde, Academic motivation of adolescents (ss. 53-82). Greenwich, Connecticut: IAP.
  • Wigfield, A., Tonks, S. ve Klauda, S. L. (2009 ). Expectancy-value theory. K. R. Wentzel ve A. Wigfield (Ed.) içinde, Handbook of motivation at school (ss. 55-75). UK: Routledge.
  • Wlodkowski, R. J. (1978). Motivation and teaching: A practical guide. Washington, DC: National Education Association.
  • Yli-Piipari, S. ve Kokkonen, J. (2014). An application of the expectancy-value model to understand adolescents’ performance and engagement in physical education. Journal of Teaching in Physical Education, 33(2), 250-268.
  • Zhu, Y. ve Leung, F. K. (2011). Motivation and achievement: Is there an East Asian model?. International Journal of Science and Mathematics Education, 9(5), 1189-1212.
  • Zimmerman, B. J. (1997). Self-efficacy and educational development. A. Bandura (Ed.) içinde, Self-efficacy in changing societies (ss. 202-231). New York: Cambridge University Press.

Examination of Expectancy Beliefs and Values Perceptions of Primary School Students towards Social Studies Lesson

Year 2019, Volume: 34 Issue: 4, 1107 - 1120, 31.10.2019

Abstract

The purpose of this study is to examine elementary school students’ perceptions about value and expectancy beliefs towards Social Studies lesson in terms of different variables. To determine students’ expectancy beliefs and value perceptions towards social studies lesson, the researcher used “The Self and Task Perception Inventory in Mathematics” adapted to social studies lesson by Tünkler and Yurt (2016). Demographic information form was used to obtain students' end-of-term lesson marks and their demographic information. As a result of the research, it was seen that the elementary school students had a low level of expectancy beliefs for social studies lessons and that their expectancy beliefs did not show any significant difference according to gender, but displayed significant differences according to class level and lesson success. It was determined that the participants of the study had a moderate level of value perceptions for social studies lesson. Also, it was found that the students' values perceptions did not show any significant difference according to gender, but displayed significant differences according to class level and lesson success. The relationship between expectancy beliefs and value perceptions of the students towards social studies lesson was also examined in the study. A moderately positive and significant relationship was found between the students' expectancy beliefs and their extrinsic utility value, intrinsic interest value, attainment value perceptions, but a low and positive correlation was found between their expectancy belief and required effort perceptions. Finally, there was a moderately negative and significant relationship between the expectancy belief and task difficulty.

References

  • Ağbuğa, B. (2011). Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students. Eğitim ve Bilim, 36(160), 24-37.
  • Alderman, M. K. (2004). Motivation for achievement: Possibilities for teaching and learning (2. Baskı). Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Anderman, E. M. ve Dawson, H. (2011). Learning with motivation. R. E. Mayer ve P. A. Alexander (Ed.) içinde, Handbook of research on learning and instruction (ss. 219–241). New York, NY: Routledge.
  • Anderman, E. M. ve Wolters, C. A. (2006). Goals, values, and affect: Influences on motivation. P. A. Alexander ve P. H.Winne (Ed.) içinde, Handbook of educational psychology (2. baskı, ss. 369–389). Mahwah, NJ: Erlbaum.
  • Andersen, L. ve Ward, T. J. (2014). Expectancy‐value models for the STEM persistence plans of ninth‐grade, high‐ability students: A comparison between black, hispanic, and white students. Science Education, 98(2), 216-242.
  • Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. A. Bandura (Ed.) içinde, Self-efficacy in changing societies (ss. 1-45 ). New York: Cambridge University Press.
  • Barron, K. E. ve Hulleman, C. S. (2015). The expectancy-value-cost model of motivation. J. D. Wright (Ed.) içinde, International encyclopedia of the social and behavioral sciences (ss. 503-509). Oxford: Elsevier Ltd.
  • Battle, A. ve Wigfield, A. (2003). College women’s value orientations toward family, career, and graduate school. Journal of Vocational Behavior, 62(1), 56-75.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2012). Bilimsel araştırma yöntemleri (13. Baskı). Ankara: Pegem Akademi.
  • Choi, J., Fiszdon, J. M. ve Medalia, A. (2010). Expectancy-value theory in persistence of learning effects in schizophrenia: Role of task value and perceived competency. Schizophrenia Bulletin, 36(5), 957–965.
  • Chouinard, R., Karsenti, T. ve Roy, N. (2007). Relations among competence beliefs, utility value, achievement goals, and effort in mathematics. British Journal of Educational Psychology, 77(3), 501-517.
  • Cohen, J. (1988). Statistical power analysis for the behavioral science. New Jersey: Lawrence Erlbaum Associates.
  • Dickhäuser, O. ve Stiensmeier-Pelster, J. (2002). Gender differences in computer work: Evidence for the model of achievement-related choices. Contemporary Educational Psychology, 27, 486-496.
  • Eccles, J. S. (2005a). Studying gender and ethnic differences in participation in math, physical science, and information technology. New Directions for Child and Adolescent Development, 110, 7-14.
  • Eccles, J. S. (2005b). Subjective task value and the Eccles et al. model of achievement-related choices. A. J. Elliot ve C. S. Dweck (Ed.) içinde. Handbook of competence and motivation (ss. 105-121). New York: Guilford Press.
  • Eccles, J. S. ve Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and social psychology bulletin, 21(3), 215-225.
  • Eccles, J. S. ve Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132.
  • Eggen, P. ve Kauchak, D. (2010). Educational psychology: Windows on classrooms (8. baskı). USA: Merrill.
  • Elliott, J. G., Hufton, N. R., Willis, W. ve Illushin, L. (2005). Motivation, engagement and educational performance: International perspectives on the contexts for learning. London: Palgrave McMillan
  • Fielding-Wells, J., O'Brien, M. ve Makar, K. (2017). Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics. Mathematics Education Research Journal, 29(2), 237-254.
  • Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D. ve Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232-244.
  • Fredricks, J. A. ve Eccles, J. S. (2002). Children's competence and value beliefs from childhood through adolescence: growth trajectories in two male-sex-typed domains. Developmental Psychology, 38(4), 519.
  • Gao, Z., Lee, A. M. ve Harrison, L. (2008). Understanding students' motivation in sport and physical education: From the expectancy-value model and self-efficacy theory perspectives. Quest, 60(2), 236-254.
  • Gao, Z. ve Xiang, P. (2008). College students’ motivation toward weight training: An application of expectancy-value model. Journal of Teaching in Physical Education, 27(1), 399-415.
  • Gorges, J. ve Kandler, C. (2012). Adults' learning motivation: Expectancy of success, value, and the role of affective memories. Learning and Individual Differences, 22(5), 610-617.
  • Hartnett, M. (2016). Motivation in online education. Singapore: Springer.
  • Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S. ve Wigfield, A. (2002). Changes in children’s self‐competence and values: Gender and domain differences across grades one through twelve. Child Development, 73(2), 509-527.
  • Masson, A.-L., Klop, T. ve Osseweijer, P. (2016). An analysis of the impact of student–scientist interaction in a technology design activity, using the expectancyvalue model of achievement related choice. Int J Technol Des Educ, 26, 81–104.
  • Meece, J. L., Glienke, B. B. ve Askew, K. (2009). Gender and motivation. K. R. Wentzel ve A. Wigfield (Ed.) içinde, Handbook of motivation at school (ss. 411-431). UK: Routledge
  • Moreno, R. (2010). Educational Psychology. United States: Wiley.
  • Ormrod, J. E. (2013). Öğrenme Psikolojisi (Çev. Ed. Mustafa Baloğlu). Ankara: Nobel Akademik Yayıncılık.
  • Pajares, F. ve Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24(2), 124-139.
  • Parsons, J. E., Adler, T. ve Meece, J. L. (1984). Sex differences in achievement: A test of alternate theories. Journal of Personality and Social Psychology, 46(1), 26-43.
  • Pintrich, P. R. (2003). Motivation and classroom learning. W. M. Reynolds ve G. E. Miller (Ed.) içinde, Handbook of psychology: Educational psychology (7. cilt, ss. 103-122). New York: Wiley.
  • Pintrich, P. R. ve De Groot, E. V. (1990). Motivational and self-regulated learnin components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
  • Plante, I., O’Keefe, P. A. ve Théorêt, M. (2013). The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions. Motivation and Emotion, 37(1), 65-78.
  • Reinhard, M. A., Schindler, S. ve Dickhäuser, O. (2015). Effects of subjective task values and information processing on motivation formation. International Journal of Psychological Studies, 7(3), 58-66.
  • Schunk, D. H. (2012). Learning theories: An educational perspective (6. Baskı), Boston: Pearson.
  • Schunk, D. H. ve Miller, S. D. (2002). Self-efficacy and adolescents’ motivation. F. Pajares ve T. Urdan (Ed.) içinde, Academic motivation of adolescents (ss. 29-52). Greenwich, Connecticut: IAP.
  • Simpkins, S. D., Davis-Kean, P. E. ve Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70-83.
  • Slavin, R. E. (2006). Educational psychology: Theory and practice (8. Baskı), Boston: Pearson.
  • Sun, H., Ding, H. ve Chen, A. (2013). Nothing but being there matters: Expectancy-value motivation between US and Chinese middle school students. International Education, 42(2), 7-20.
  • Sun, S., Vancouver, J. B. ve Weinhardt, J. M. (2014). Goal choices and planning: Distinct expectancy and value effects in two goal processes. Organizational Behavior and Human Decision Processes, 125(2), 220-233.
  • Tollefson, N. (2000). Classroom applications of cognitive theories of motivation. Educational Psychology Review, 12(1), 63-83.
  • Tünkler, V. ve Yurt, E. (2016). Ortaokul öğrencilerinin sosyal bilgiler ders başarıları, yeterlik beklentileri, görev değeri ve görev zorluğu algıları arasındaki ilişkilerin yapısal eşitlik modeli ile incelenmesi. V. Uluslararası Sosyal Bilgiler Eğitimi Sempozyumu, Pamukkale Üniversitesi, Denizli.
  • Yurt, E. ve Akyol, A. (2015). Matematikte benlik ve görev algısı envanterinin Türkçe’ye uyarlanması. 24. Ulusal Eğitim Bilimleri Kongresi, Niğde Üniversitesi, Niğde.
  • Wang, M. T. ve Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33(4), 304-340.
  • Watkinson, E. J., Dwyer, S. A. ve Nielsen, A. B. (2005). Children theorize about reasons for recess engagement: Does expectancy-value theory apply. Adapted Physical Activity Quarterly, 22(2), 179-197.
  • Watt, H. M., Shapka, J. D., Morris, Z. A., Durik, A. M., Keating, D. P. ve Eccles, J. S. (2012). Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: A comparison of samples from Australia, Canada, and the United States. Developmental Psychology, 48(6), 1-19.
  • Wigfield, A. ve Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35.
  • Wigfield, A. ve Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12(3), 265-310.
  • Wigfield, A. ve Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.
  • Wigfield, A., Eccles, J. S., Roeser, R. W. ve Schiefele, U. (2008). Development of achievement motivation. W. Damon ve R. M. Lerner (Ed.) içinde, Child and adolescent development: An advanced course (ss. 406-434). Hoboken, NJ: John Wiley & Sons.
  • Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J., Freedman-Doan, C. ve Blumenfeld, P. C. (1997). Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89(3), 451-469.
  • Wigfield, A. ve Tonks, S. (2002). Adolescents’ expectancies for success and achievement task values during the middle and high school years. F. Pajares ve T. Urdan (Ed.) içinde, Academic motivation of adolescents (ss. 53-82). Greenwich, Connecticut: IAP.
  • Wigfield, A., Tonks, S. ve Klauda, S. L. (2009 ). Expectancy-value theory. K. R. Wentzel ve A. Wigfield (Ed.) içinde, Handbook of motivation at school (ss. 55-75). UK: Routledge.
  • Wlodkowski, R. J. (1978). Motivation and teaching: A practical guide. Washington, DC: National Education Association.
  • Yli-Piipari, S. ve Kokkonen, J. (2014). An application of the expectancy-value model to understand adolescents’ performance and engagement in physical education. Journal of Teaching in Physical Education, 33(2), 250-268.
  • Zhu, Y. ve Leung, F. K. (2011). Motivation and achievement: Is there an East Asian model?. International Journal of Science and Mathematics Education, 9(5), 1189-1212.
  • Zimmerman, B. J. (1997). Self-efficacy and educational development. A. Bandura (Ed.) içinde, Self-efficacy in changing societies (ss. 202-231). New York: Cambridge University Press.
There are 60 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Vural Tünkler 0000-0002-3536-968X

Publication Date October 31, 2019
Published in Issue Year 2019 Volume: 34 Issue: 4

Cite

APA Tünkler, V. (2019). İlköğretim Öğrencilerinin Sosyal Bilgiler Dersine Yönelik Yeterlik Beklentileri ve Değer Algılarının İncelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(4), 1107-1120.