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An investigation of the relationships between achievement goals, self-deception, and submissive behavior

Year 2010, Volume: 1 Issue: 2, 19 - 27, 01.06.2010

Abstract

References

  • Akın, A. (2006). 2X2 Başarı Yönelimleri Ölçeği: Geçerlik ve güvenirlik çalışması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 12, 1-13.
  • Akın, A. (2008a). Self-compassion and achievement goals: A structural equation modeling approach. Eurasian Journal of Educational Research, 31, 1-15.
  • Akın, A. (2008b). Self-efficacy, achievement goals, and depression, anxiety, and stress: A structural equation modeling. World Applied Sciences Journal, 3(5), 725-732.
  • Akın, A. (2008c). Sosyal İstenirlik Ölçeği: Geçerlik ve güvenirlik çalışması. I. Ulusal Eğitimde ve Psikolojide Ölçme ve Değerlendirme Kongresi, 14-16 Mayıs, Ankara.
  • Akın, A. (2009). Self-compassion and submissive behavior. Education and Science, 34(152), 138-147.
  • Akın, A. (2010). Achievement goals and academic locus of control: A structural equation modeling approach. Eurasian Journal of Educational Research, 38, 17-31.
  • Allan, S., & Gilbert, P. (1997). Submissive behavior and psychopathology. British Journal of Psychopathology, 36, 467–488.
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260267.
  • Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25, 729-735.
  • Cheung, M. S. P., Gilbert, P., & Irons, C. (2004). An exploration of shame, social rank and rumination in relation to depression. Personality and Individual Differences, 36, 1143–1153.
  • Conroy, D. E., Elliot, A. J., & Hofer, S. M. (2003). A 2X2 achievement goals questionnaire for sport: Evidence for factorial invariance, temporal stability, and external validity. Journal of Sport & Exercise Psychology, 25, 456−476.
  • Deluty, R. H. (1979). Children's Action Tendency Scale: A self-report measure of aggressiveness, assertiveness, and submissiveness in children. Journal of Consulting and Clinical Psychology, 47, 1061–1071.
  • Deluty, R. H. (1981). Assertiveness in children: Some research considerations. Journal of Clinical Child Psychology, 10, 149–155.
  • Deluty, R. H. (1985). Consistency of assertive, aggressive, and submissive behavior for children. Journal of Personality and Social Psychology, 49(4), 1054–1065.
  • Dunning, D., Meyerwowitz, J. A. & Holzberg, A. D. (1989). Ambiguity and self-evaluation: The role of idiosyncratic trait definitions in self-serving assessments of ability. Journal of Personality & Social Psychology, 57, 1082-1090.
  • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
  • Dweck, C. S., & Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
  • Dykman, B. M. (1998). Integrating cognitive and motivational factors in depression: Initial tests of a goal-orientation approach. Journal of Personality and Social Psychology, 74, 139-158.
  • Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169−189.
  • Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218−232.
  • Elliot, A. J., & Covington, M. V. (2001). Approach and avoidance motivation. Educational Psychology Review, 13(2), 73−92.
  • Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461−475.
  • Elliot, A. J., & Mcgregor, H. (2001). A 2X2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501−519.
  • Elliot, A. J., & Trash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13(2), 139−156.
  • Finney, S. J., Pieper, S. L., & Barron, K. E. (2004). Examining the psychometric properties of the Achievement Goal Questionnaire in a general academic context. Educational and Psychological Measurement, 64, 365−382.
  • Gilbert, P. (2000). The relationship of shame, social anxiety and depression: The role of the evaluation of social rank. Clinical Psychology and Psychotherapy, 7, 174–189.
  • Gilbert, P., & Allan, S. (1994). Assertiveness, submissive behavior, and social comparison. British Journal of Clinical Psychology, 33, 295–306.
  • Gilbert, P., Cheung, M. S. P., Grandfield, T., Campey, F., & Irons, C. (2003). Assessment recall of threat and submissiveness in childhood: Development of a new scale and its relationship with depression, social comparison, and shame. Clinical Psychology and Psychotherapy, 10, 108–115.
  • Greenwald, A. G. (1980). The totalitarian ego: Fabrication and revision of personal history. American Psychologist, 35, 603-618.
  • Hogan, R. (1991). Personality and personality measurement. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of industrial and organizational psychology (pp. 873-919). Palo Alto, CA: Consulting Psychologists Press.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 155.
  • Jöreskog, K. G., & Sorbom, D. (1996). LISREL 8 reference guide. Lincolnwood, IL: Scientific Software International.
  • Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37(2), 69-78.
  • Linnenbrink, E. A., Hruda, L., Haydel, A., Star, J., & Maehr, M. (1999, April). Student motivation and cooperative groups: Using achievement goal theory to investigate students’ socio-emotional and cognitive outcomes. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
  • Linnenbrink, E. A., Ryan, A. M., & Pintrich, P. R. (1999). The role of goals and affect in working memory functioning. Learning and Individual Differences, 11, 213-230.
  • Meece, J. L., Blumfeld, P. C., & Hoyle, R. K. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514-523.
  • Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710−718.
  • Nicholls, J. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
  • Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge. MA: Harvard University Press.
  • O’Connor, L. E., Berry, J. W., Weiss, J., & Gilbert, P. (2002). Guilt, fear, submission, and empathy in depression. Journal of Affective Disorders, 71, 19–27.
  • Öngen, D. E. (2006). The relationships between self-criticism, submissive behavior, and depression among Turkish adolescents. Personality and Individual Differences, 41, 793–800.
  • Paulhus, D. L. (1991). Measurement and control of response bias. In J. P. Robinson, P. R. Shaver, & L. S. Wrightsman (Eds.), Measures of personality and social psychology attitudes (pp. 17-59). New York: Academic Press.
  • Pintrich, P. R. (2000a). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92−104.
  • Pintrich, P. R. (2000b). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544−555.
  • Roeser, R., Midgley, C., & Urdan, T. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422.
  • Ross, M. (1989). Relation of implicit theories to the construction of personal histories. Psychological Review, 96, 341-357.
  • Şahin, N. H., & Şahin, N. (1992). Adolescent guilt, shame, and depression in relation to sociotropy and autonomy. The World Congress of Cognitive Therapy, Toronto, June 17–21.
  • Taylor, S. E., & Brown, J. D. (1988). Illusion and well-being: A social-psychological perspective on mental health. Psychological Bulletin, 103, 193-210.
  • VandeWalle, D., Cron, W. L., & Slocum, J. W. (2001). The role of goal orientation following performance feedback. Journal of Applied Psychology, 86, 629-640.
  • Zweig, D., & Webster, J. (2004). Validation of a multidimensional measure of goal orientation. Canadian Journal of Behavioral Science, 36(3), 232-243.

Başarı yönelimleri, kendini aldatma ve boyun eğici davranış arasındaki ilişkilerin incelenmesi

Year 2010, Volume: 1 Issue: 2, 19 - 27, 01.06.2010

Abstract

Bu araştırmada başarı yönelimleri, kendini aldatma ve boyun eğici davranış arasındaki ilişkilerincelenmiştir. Araştırma Sakarya Üniversitesi’nde öğrenim gören 412 üniversite öğrencisi üzerindeyürütülmüştür. Araştırmada 2X2 Başarı Yönelimleri Ölçeği, İki Boyutlu Sosyal İstenirlikÖlçeği’nin Öz-aldatma alt Ölçeği ve Boyun Eğici Davranışlar Ölçeği kullanılmıştır. Bulgularöğrenme-yaklaşma yöneliminin kendini aldatmayla pozitif, performans-kaçınma yöneliminin isenegatif ilişkili olduğunu göstermiştir. Ayrıca öğrenme-kaçınma ve performans-yaklaşma/kaçınmayönelimleri boyun eğici davranışla pozitif ilişkili bulunmuştur. Yapısal eşitlik modelinden eldeedilen uyum indeksleri modelin kabul edilebilir uyum iyiliği değerleri ürettiğini göstermiştir (χ2 =2.45, p = .293, GFI = 1.00, AGFI = .99, CFI = 1.00, NFI = .99, RFI = .95, IFI = 1.00 ve RMSEA =.021). Model kendini aldatmanın öğrenme-yaklaşma yönelimi tarafından pozitif, performanskaçınma yönelimi tarafından negatif yordandığını göstermiştir. Öte yandan öğrenme-kaçınma veperformans-yaklaşma/kaçınma yönelimleri boyun eğici davranışı pozitif yordamıştır

References

  • Akın, A. (2006). 2X2 Başarı Yönelimleri Ölçeği: Geçerlik ve güvenirlik çalışması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 12, 1-13.
  • Akın, A. (2008a). Self-compassion and achievement goals: A structural equation modeling approach. Eurasian Journal of Educational Research, 31, 1-15.
  • Akın, A. (2008b). Self-efficacy, achievement goals, and depression, anxiety, and stress: A structural equation modeling. World Applied Sciences Journal, 3(5), 725-732.
  • Akın, A. (2008c). Sosyal İstenirlik Ölçeği: Geçerlik ve güvenirlik çalışması. I. Ulusal Eğitimde ve Psikolojide Ölçme ve Değerlendirme Kongresi, 14-16 Mayıs, Ankara.
  • Akın, A. (2009). Self-compassion and submissive behavior. Education and Science, 34(152), 138-147.
  • Akın, A. (2010). Achievement goals and academic locus of control: A structural equation modeling approach. Eurasian Journal of Educational Research, 38, 17-31.
  • Allan, S., & Gilbert, P. (1997). Submissive behavior and psychopathology. British Journal of Psychopathology, 36, 467–488.
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260267.
  • Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25, 729-735.
  • Cheung, M. S. P., Gilbert, P., & Irons, C. (2004). An exploration of shame, social rank and rumination in relation to depression. Personality and Individual Differences, 36, 1143–1153.
  • Conroy, D. E., Elliot, A. J., & Hofer, S. M. (2003). A 2X2 achievement goals questionnaire for sport: Evidence for factorial invariance, temporal stability, and external validity. Journal of Sport & Exercise Psychology, 25, 456−476.
  • Deluty, R. H. (1979). Children's Action Tendency Scale: A self-report measure of aggressiveness, assertiveness, and submissiveness in children. Journal of Consulting and Clinical Psychology, 47, 1061–1071.
  • Deluty, R. H. (1981). Assertiveness in children: Some research considerations. Journal of Clinical Child Psychology, 10, 149–155.
  • Deluty, R. H. (1985). Consistency of assertive, aggressive, and submissive behavior for children. Journal of Personality and Social Psychology, 49(4), 1054–1065.
  • Dunning, D., Meyerwowitz, J. A. & Holzberg, A. D. (1989). Ambiguity and self-evaluation: The role of idiosyncratic trait definitions in self-serving assessments of ability. Journal of Personality & Social Psychology, 57, 1082-1090.
  • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
  • Dweck, C. S., & Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
  • Dykman, B. M. (1998). Integrating cognitive and motivational factors in depression: Initial tests of a goal-orientation approach. Journal of Personality and Social Psychology, 74, 139-158.
  • Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169−189.
  • Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218−232.
  • Elliot, A. J., & Covington, M. V. (2001). Approach and avoidance motivation. Educational Psychology Review, 13(2), 73−92.
  • Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461−475.
  • Elliot, A. J., & Mcgregor, H. (2001). A 2X2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501−519.
  • Elliot, A. J., & Trash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13(2), 139−156.
  • Finney, S. J., Pieper, S. L., & Barron, K. E. (2004). Examining the psychometric properties of the Achievement Goal Questionnaire in a general academic context. Educational and Psychological Measurement, 64, 365−382.
  • Gilbert, P. (2000). The relationship of shame, social anxiety and depression: The role of the evaluation of social rank. Clinical Psychology and Psychotherapy, 7, 174–189.
  • Gilbert, P., & Allan, S. (1994). Assertiveness, submissive behavior, and social comparison. British Journal of Clinical Psychology, 33, 295–306.
  • Gilbert, P., Cheung, M. S. P., Grandfield, T., Campey, F., & Irons, C. (2003). Assessment recall of threat and submissiveness in childhood: Development of a new scale and its relationship with depression, social comparison, and shame. Clinical Psychology and Psychotherapy, 10, 108–115.
  • Greenwald, A. G. (1980). The totalitarian ego: Fabrication and revision of personal history. American Psychologist, 35, 603-618.
  • Hogan, R. (1991). Personality and personality measurement. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of industrial and organizational psychology (pp. 873-919). Palo Alto, CA: Consulting Psychologists Press.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 155.
  • Jöreskog, K. G., & Sorbom, D. (1996). LISREL 8 reference guide. Lincolnwood, IL: Scientific Software International.
  • Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37(2), 69-78.
  • Linnenbrink, E. A., Hruda, L., Haydel, A., Star, J., & Maehr, M. (1999, April). Student motivation and cooperative groups: Using achievement goal theory to investigate students’ socio-emotional and cognitive outcomes. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
  • Linnenbrink, E. A., Ryan, A. M., & Pintrich, P. R. (1999). The role of goals and affect in working memory functioning. Learning and Individual Differences, 11, 213-230.
  • Meece, J. L., Blumfeld, P. C., & Hoyle, R. K. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514-523.
  • Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710−718.
  • Nicholls, J. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
  • Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge. MA: Harvard University Press.
  • O’Connor, L. E., Berry, J. W., Weiss, J., & Gilbert, P. (2002). Guilt, fear, submission, and empathy in depression. Journal of Affective Disorders, 71, 19–27.
  • Öngen, D. E. (2006). The relationships between self-criticism, submissive behavior, and depression among Turkish adolescents. Personality and Individual Differences, 41, 793–800.
  • Paulhus, D. L. (1991). Measurement and control of response bias. In J. P. Robinson, P. R. Shaver, & L. S. Wrightsman (Eds.), Measures of personality and social psychology attitudes (pp. 17-59). New York: Academic Press.
  • Pintrich, P. R. (2000a). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92−104.
  • Pintrich, P. R. (2000b). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544−555.
  • Roeser, R., Midgley, C., & Urdan, T. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422.
  • Ross, M. (1989). Relation of implicit theories to the construction of personal histories. Psychological Review, 96, 341-357.
  • Şahin, N. H., & Şahin, N. (1992). Adolescent guilt, shame, and depression in relation to sociotropy and autonomy. The World Congress of Cognitive Therapy, Toronto, June 17–21.
  • Taylor, S. E., & Brown, J. D. (1988). Illusion and well-being: A social-psychological perspective on mental health. Psychological Bulletin, 103, 193-210.
  • VandeWalle, D., Cron, W. L., & Slocum, J. W. (2001). The role of goal orientation following performance feedback. Journal of Applied Psychology, 86, 629-640.
  • Zweig, D., & Webster, J. (2004). Validation of a multidimensional measure of goal orientation. Canadian Journal of Behavioral Science, 36(3), 232-243.
There are 51 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Ahmet Akın This is me

Publication Date June 1, 2010
Published in Issue Year 2010 Volume: 1 Issue: 2

Cite

APA Akın, A. (2010). Başarı yönelimleri, kendini aldatma ve boyun eğici davranış arasındaki ilişkilerin incelenmesi. The International Journal of Research in Teacher Education, 1(2), 19-27.
AMA Akın A. Başarı yönelimleri, kendini aldatma ve boyun eğici davranış arasındaki ilişkilerin incelenmesi. The International Journal of Research in Teacher Education. June 2010;1(2):19-27.
Chicago Akın, Ahmet. “Başarı yönelimleri, Kendini Aldatma Ve Boyun eğici davranış arasındaki ilişkilerin Incelenmesi”. The International Journal of Research in Teacher Education 1, no. 2 (June 2010): 19-27.
EndNote Akın A (June 1, 2010) Başarı yönelimleri, kendini aldatma ve boyun eğici davranış arasındaki ilişkilerin incelenmesi. The International Journal of Research in Teacher Education 1 2 19–27.
IEEE A. Akın, “Başarı yönelimleri, kendini aldatma ve boyun eğici davranış arasındaki ilişkilerin incelenmesi”, The International Journal of Research in Teacher Education, vol. 1, no. 2, pp. 19–27, 2010.
ISNAD Akın, Ahmet. “Başarı yönelimleri, Kendini Aldatma Ve Boyun eğici davranış arasındaki ilişkilerin Incelenmesi”. The International Journal of Research in Teacher Education 1/2 (June 2010), 19-27.
JAMA Akın A. Başarı yönelimleri, kendini aldatma ve boyun eğici davranış arasındaki ilişkilerin incelenmesi. The International Journal of Research in Teacher Education. 2010;1:19–27.
MLA Akın, Ahmet. “Başarı yönelimleri, Kendini Aldatma Ve Boyun eğici davranış arasındaki ilişkilerin Incelenmesi”. The International Journal of Research in Teacher Education, vol. 1, no. 2, 2010, pp. 19-27.
Vancouver Akın A. Başarı yönelimleri, kendini aldatma ve boyun eğici davranış arasındaki ilişkilerin incelenmesi. The International Journal of Research in Teacher Education. 2010;1(2):19-27.