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Öğretmeye Yönelik Hedef Yönelimi Ölçeğinin Türkçe’ye Uyarlanması

Year 2016, Volume: 15 Issue: 4, 0 - 0, 01.10.2016

Hülya Yıldızlı

https://doi.org/10.17051/io.2016.62664

Abstract

Bu çalışmada, Öğretmeye Yönelik Hedef Yönelimi Ölçeğinin güvenirlik ve geçerlik çalışmaları yapılarak Türkçeye uyarlanması amaçlanmıştır. Araştırmanın çalışma grubunu 584 öğretmen oluşturmuştur. Ölçeğin orijinali (Goal Orientations for Teaching) 5 faktör ve 21 maddeden oluşmuş olup, bu çalışmada gerçekleştirilen açımlayıcı faktör analizi sonucunda özdeğeri 1 ve üzeri olan 4 faktör elde edilmiştir. Elde edilen bu faktörlerden Beceri Yaklaşımı faktörünün güvenirliği α=.787 ve varyansı %24.56; Ustalık faktörünün güvenirliği α=.638 ve varyansı %15.70; İşten Kaçınma faktörünün güvenirliği α=.605 ve varyansı %8.06; Öğrenci İlişkileri faktörünün güvenirliği α=.673 ve varyansı %6.72; ölçeğin tamamına ait güvenirlik ise α=.761 ve varyans %55 olarak bulunmuştur. Ayrıca, doğrulayıcı faktör analizi sonucunda 4 faktörlü ve 15 maddelik ölçeğin iyi uyum değerlerine (χ²/sd=1.43; RMSEA=.027; GFI=.98; AGFI=.96; CFI=.98; TLI=.98) sahip olduğu görülmüştür. İngilizce orijinal formu 5 faktör ve 21 maddeden oluşan ölçeğin 4 faktörlü ve 15 maddelik Türkçe Formu güvenilir ve geçerli olarak değerlendirilmiştir. Ölçeğin öğretmenlerin öğretmeye yönelik hedef yönelimlerini belirlemek için kullanılabileceği sonucuna ulaşılmıştır

References

  • KAYNAKÇA
  • Ames, C. (1986). Effective motivation: The contribution of the learning environment. In R.S. Feldman (Ed.), The Social Psychology of Education (pp. 235–256). New York: Cambridge University Press.
  • Ames, C. (1992). Classrooms: Goals, structures, and students motivation. Journal of Educational Psychology, 84, 261–271.
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260–267.
  • Anderman, E.M., Eccles, J.S., Yoon, K.S., Roeser, R., Wigfield, A., & Blumenfeld, P. (2001). Learning to value mathematics and reading: Relations to mastery and performance-oriented instructional practices. Contemporary Educational Psychology, 26, 76–95.
  • Brophy, J. (1983). Conceptualizing student motivation. Educational Psychologist, 18(3), 200-215.
  • Butler, R. (2007). Teachers’ achievement goal orientations and associations with teachers’ help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241–252.
  • Butler, R. (2012). Striving to connect: Extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology, 104(3), 726-742.
  • Butler, R., & Shibaz, L. (2008).Achievement goals for teaching as predictors of students’ perceptions of instructional practices and students’ help seeking and cheating. Learning and Instruction, 18(5), 453–467.
  • Butler, R., & Shibaz, L. (2014). Striving to connect and striving to learn: Influences of relational and mastery goals for teaching on teacher behaviors and student interest and help seeking. International Journal of Educational Research, 65, 41–53.
  • Büyüköztürk, Ş. (2007). Sosyal Bilimler için Veri Analizi El Kitabı. Ankara: Pegem A Yayıncılık.
  • Byrne, B.M. (2010). Structural Equation Modeling with AMOS (2nd ed.). New York: Routledge.
  • Cho, Y.J., & Shim, S.S. (2013). Predicting teachers’ achievement goals for teaching: The role of perceived school goal structure and teachers’ sense of efficacy. Teaching and Teacher Education, 32, 12-21.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal Bilimler için Çok Değişkenli İstatistik: SPSS ve LISREL Uygulamaları. Ankara: Pegem A Akademi.
  • Dresel, M., Fasching, M.S., Steuer, G., Nitsche, S., & Dickhäuser, O. (2013). Relations between teachers’ goal orientations, their instructional practices and students’ motivation. Psychology, 4(7), 572-584.
  • Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040.
  • Elliot, A. (1997). Integrating the “classic” and “contemporary” approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In M. Maehr, & P. Pintrich (Eds.), Advances in Motivation and Achievement (pp. 143-179). Greenwich: JAI.
  • Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
  • Elliot, A.J., & Harackiewicz, J.M. (1996). Approach and avoiding achievement goals and intrinsic motivation: A meditational analysis. Journal of Personality and Social Psychology, 70, 461–475.
  • Elliot, A.J., & McGregor, H.A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519.
  • Eroğlu, A. (2009). Faktör analizi. Ş. Kalaycı (Ed.), SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri (ss. 321–331). Ankara: Asil Yayın Dağıtım.
  • Goetz, T., Nett, U.E., & Hall, N.C. (2013). Self-regulated learning. In N.C. Hall, & T. Goetz (Eds.), Emotion, Motivation and Self-Regulation: A Handbook for Teachers (pp. 57-122). Canada: Emerald Group Publishing Limited.
  • Higgins, E.T., & Kruglanski, A. (2000). Motivational science: The nature and functions of wanting. In E.T. Higgins, & A. Kruglanski (Eds.), Motivational Science: Social and Personality Perspectives (pp. 1–20). Philadelphia: Psychology Press.
  • Hooper, D., Coughlan, J., & Mullen, M.R. (2008). Structural equation modeling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6, 53–60.
  • Hu, L., & Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Kalaycı, Ş. (2006). SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri. Ankara: Asil Yayım Basım Dağıtım.
  • Kucsera, J.V., Roberts, R, Walls, S., Walker, J., & Svinicki, M. (2011). Goal Orientation towards Teaching (GOTT) Scale. Teachers and Teaching: Theory and Practice, 17(5), 597–610.
  • Leondari, A., & Gialamas, V. (2002). Implicit theories, goal orientations, and perceived competence: Impact on students' achievement behavior. Psychology in the Schools, 39(3), 279-291.
  • Meydan, C.H., & Şeşen, H. (2011). Yapısal Eşitlik Modellemesi AMOS Uygulamaları. Ankara: Detay Yayıncılık.
  • Nitsche, S., Dickhäuser, O., Fasching, M. S., & Dresel, M. (2011). Rethinking teachers’ goal orientations: Conceptual and methodological enhancements. Learning and Instruction, 21(4), 574-586.
  • Özdamar, K. (2011a). Paket Programlar ile İstatistiksel Veri Analizi 1. Eskişehir: Kaan Kitabevi.
  • Özdamar, K. (2011b). Paket Programlar ile İstatistiksel Veri Analizi 2. Eskişehir: Kaan Kitabevi.
  • Patrick, H., Ryan, A. M., & Pintrich, P. R. (1999). The differential impact of extrinsic and mastery goal orientations on males’ and females’ self-regulated learning. Learning and Individual Differences, 11(2), 153-171.
  • Pintrich, P. R. (2000). An Achievement goal theory perspective on ıssues in motivation terminology, theory, and research. Contemporary Educational Psychology 25, 92–104.
  • Pintrich, P.R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686.
  • Pintrich, P.R., & D.H. Schunk. (1996). Motivation in Education: Theory, Research, and Applications. Englewood Cliffs, NJ: Merrill Prentice-Hall.
  • Schermelleh-Engel, K., Moosbrugger, H., & Muller, H. (2003). Evaluating the fit of structural equation models: Test of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8, 23-74.
  • Schumacker, R., & Lomax, R. (2004). A Beginner's Guide to Structural Equation Modeling (2nd ed.). Mahwah: Lawrence Erlbaum.
  • Seçer, İ. (2013). SPSS ve LISREL ile Pratik Veri Analizi (1. baskı). Ankara: Anı Yayıncılık.
  • Skaalvik, E.M., & Skaalvik, S. (2013). Teachers’ perceptions of the school goal structure: Relations with teachers’ goal orientations, work engagement, and job satisfaction. International Journal of Educational Research, 62, 199–209.
  • Şimşek, Ö.F. (2007). Yapısal Eşitlik Modellemesine Giriş. Ankara: Ekinoks Yayınları.
  • Throndsen, I., & Turmo, A. (2013). Primary mathematics teachers’ goal orientations and student achievement. Instructional Science, 41, 307-322.
  • Wlodkowski, R.J. (1978). Motivation and Teaching: A Practical Guide. Washington: National Education Association.
  • Wolters, C.A., & Daugherty, S.G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99, 181-193.
  • Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds), Handbook of Self-Regulation (ss. 13-35). USA: Academic Press.

Year 2016, Volume: 15 Issue: 4, 0 - 0, 01.10.2016

Hülya Yıldızlı

https://doi.org/10.17051/io.2016.62664

Abstract

References

  • KAYNAKÇA
  • Ames, C. (1986). Effective motivation: The contribution of the learning environment. In R.S. Feldman (Ed.), The Social Psychology of Education (pp. 235–256). New York: Cambridge University Press.
  • Ames, C. (1992). Classrooms: Goals, structures, and students motivation. Journal of Educational Psychology, 84, 261–271.
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260–267.
  • Anderman, E.M., Eccles, J.S., Yoon, K.S., Roeser, R., Wigfield, A., & Blumenfeld, P. (2001). Learning to value mathematics and reading: Relations to mastery and performance-oriented instructional practices. Contemporary Educational Psychology, 26, 76–95.
  • Brophy, J. (1983). Conceptualizing student motivation. Educational Psychologist, 18(3), 200-215.
  • Butler, R. (2007). Teachers’ achievement goal orientations and associations with teachers’ help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241–252.
  • Butler, R. (2012). Striving to connect: Extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology, 104(3), 726-742.
  • Butler, R., & Shibaz, L. (2008).Achievement goals for teaching as predictors of students’ perceptions of instructional practices and students’ help seeking and cheating. Learning and Instruction, 18(5), 453–467.
  • Butler, R., & Shibaz, L. (2014). Striving to connect and striving to learn: Influences of relational and mastery goals for teaching on teacher behaviors and student interest and help seeking. International Journal of Educational Research, 65, 41–53.
  • Büyüköztürk, Ş. (2007). Sosyal Bilimler için Veri Analizi El Kitabı. Ankara: Pegem A Yayıncılık.
  • Byrne, B.M. (2010). Structural Equation Modeling with AMOS (2nd ed.). New York: Routledge.
  • Cho, Y.J., & Shim, S.S. (2013). Predicting teachers’ achievement goals for teaching: The role of perceived school goal structure and teachers’ sense of efficacy. Teaching and Teacher Education, 32, 12-21.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal Bilimler için Çok Değişkenli İstatistik: SPSS ve LISREL Uygulamaları. Ankara: Pegem A Akademi.
  • Dresel, M., Fasching, M.S., Steuer, G., Nitsche, S., & Dickhäuser, O. (2013). Relations between teachers’ goal orientations, their instructional practices and students’ motivation. Psychology, 4(7), 572-584.
  • Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040.
  • Elliot, A. (1997). Integrating the “classic” and “contemporary” approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In M. Maehr, & P. Pintrich (Eds.), Advances in Motivation and Achievement (pp. 143-179). Greenwich: JAI.
  • Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
  • Elliot, A.J., & Harackiewicz, J.M. (1996). Approach and avoiding achievement goals and intrinsic motivation: A meditational analysis. Journal of Personality and Social Psychology, 70, 461–475.
  • Elliot, A.J., & McGregor, H.A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519.
  • Eroğlu, A. (2009). Faktör analizi. Ş. Kalaycı (Ed.), SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri (ss. 321–331). Ankara: Asil Yayın Dağıtım.
  • Goetz, T., Nett, U.E., & Hall, N.C. (2013). Self-regulated learning. In N.C. Hall, & T. Goetz (Eds.), Emotion, Motivation and Self-Regulation: A Handbook for Teachers (pp. 57-122). Canada: Emerald Group Publishing Limited.
  • Higgins, E.T., & Kruglanski, A. (2000). Motivational science: The nature and functions of wanting. In E.T. Higgins, & A. Kruglanski (Eds.), Motivational Science: Social and Personality Perspectives (pp. 1–20). Philadelphia: Psychology Press.
  • Hooper, D., Coughlan, J., & Mullen, M.R. (2008). Structural equation modeling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6, 53–60.
  • Hu, L., & Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
  • Kalaycı, Ş. (2006). SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri. Ankara: Asil Yayım Basım Dağıtım.
  • Kucsera, J.V., Roberts, R, Walls, S., Walker, J., & Svinicki, M. (2011). Goal Orientation towards Teaching (GOTT) Scale. Teachers and Teaching: Theory and Practice, 17(5), 597–610.
  • Leondari, A., & Gialamas, V. (2002). Implicit theories, goal orientations, and perceived competence: Impact on students' achievement behavior. Psychology in the Schools, 39(3), 279-291.
  • Meydan, C.H., & Şeşen, H. (2011). Yapısal Eşitlik Modellemesi AMOS Uygulamaları. Ankara: Detay Yayıncılık.
  • Nitsche, S., Dickhäuser, O., Fasching, M. S., & Dresel, M. (2011). Rethinking teachers’ goal orientations: Conceptual and methodological enhancements. Learning and Instruction, 21(4), 574-586.
  • Özdamar, K. (2011a). Paket Programlar ile İstatistiksel Veri Analizi 1. Eskişehir: Kaan Kitabevi.
  • Özdamar, K. (2011b). Paket Programlar ile İstatistiksel Veri Analizi 2. Eskişehir: Kaan Kitabevi.
  • Patrick, H., Ryan, A. M., & Pintrich, P. R. (1999). The differential impact of extrinsic and mastery goal orientations on males’ and females’ self-regulated learning. Learning and Individual Differences, 11(2), 153-171.
  • Pintrich, P. R. (2000). An Achievement goal theory perspective on ıssues in motivation terminology, theory, and research. Contemporary Educational Psychology 25, 92–104.
  • Pintrich, P.R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686.
  • Pintrich, P.R., & D.H. Schunk. (1996). Motivation in Education: Theory, Research, and Applications. Englewood Cliffs, NJ: Merrill Prentice-Hall.
  • Schermelleh-Engel, K., Moosbrugger, H., & Muller, H. (2003). Evaluating the fit of structural equation models: Test of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8, 23-74.
  • Schumacker, R., & Lomax, R. (2004). A Beginner's Guide to Structural Equation Modeling (2nd ed.). Mahwah: Lawrence Erlbaum.
  • Seçer, İ. (2013). SPSS ve LISREL ile Pratik Veri Analizi (1. baskı). Ankara: Anı Yayıncılık.
  • Skaalvik, E.M., & Skaalvik, S. (2013). Teachers’ perceptions of the school goal structure: Relations with teachers’ goal orientations, work engagement, and job satisfaction. International Journal of Educational Research, 62, 199–209.
  • Şimşek, Ö.F. (2007). Yapısal Eşitlik Modellemesine Giriş. Ankara: Ekinoks Yayınları.
  • Throndsen, I., & Turmo, A. (2013). Primary mathematics teachers’ goal orientations and student achievement. Instructional Science, 41, 307-322.
  • Wlodkowski, R.J. (1978). Motivation and Teaching: A Practical Guide. Washington: National Education Association.
  • Wolters, C.A., & Daugherty, S.G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99, 181-193.
  • Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds), Handbook of Self-Regulation (ss. 13-35). USA: Academic Press.
There are 45 citations in total.

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Hülya Yıldızlı

Publication Date October 1, 2016
Published in Issue Year 2016 Volume: 15 Issue: 4

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APA Yıldızlı, H. (2016). Öğretmeye Yönelik Hedef Yönelimi Ölçeğinin Türkçe’ye Uyarlanması. İlköğretim Online, 15(4). https://doi.org/10.17051/io.2016.62664
AMA Yıldızlı H. Öğretmeye Yönelik Hedef Yönelimi Ölçeğinin Türkçe’ye Uyarlanması. İOO. September 2016;15(4). doi:10.17051/io.2016.62664
Chicago Yıldızlı, Hülya. “Öğretmeye Yönelik Hedef Yönelimi Ölçeğinin Türkçe’ye Uyarlanması”. İlköğretim Online 15, no. 4 (September 2016). https://doi.org/10.17051/io.2016.62664.
EndNote Yıldızlı H (September 1, 2016) Öğretmeye Yönelik Hedef Yönelimi Ölçeğinin Türkçe’ye Uyarlanması. İlköğretim Online 15 4
IEEE H. Yıldızlı, “Öğretmeye Yönelik Hedef Yönelimi Ölçeğinin Türkçe’ye Uyarlanması”, İOO, vol. 15, no. 4, 2016, doi: 10.17051/io.2016.62664.
ISNAD Yıldızlı, Hülya. “Öğretmeye Yönelik Hedef Yönelimi Ölçeğinin Türkçe’ye Uyarlanması”. İlköğretim Online 15/4 (September 2016). https://doi.org/10.17051/io.2016.62664.
JAMA Yıldızlı H. Öğretmeye Yönelik Hedef Yönelimi Ölçeğinin Türkçe’ye Uyarlanması. İOO. 2016;15. doi:10.17051/io.2016.62664.
MLA Yıldızlı, Hülya. “Öğretmeye Yönelik Hedef Yönelimi Ölçeğinin Türkçe’ye Uyarlanması”. İlköğretim Online, vol. 15, no. 4, 2016, doi:10.17051/io.2016.62664.
Vancouver Yıldızlı H. Öğretmeye Yönelik Hedef Yönelimi Ölçeğinin Türkçe’ye Uyarlanması. İOO. 2016;15(4).