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LİSE ÖĞRENCİLERİNDE DERSE KATILMAYA MOTİVE OLMA İLE YAŞAM AMAÇLARI BELİRLEME ARASINDAKİ İLİŞKİLER

Year 2011, Volume: 12 Issue: 3, 149 - 158, 01.08.2011

Abstract

Bu çalışmada, ergenlerin derse katılmaya motive olmaları ile yaşam amaçları belirlemeleri arasındaki ilişkilerin incelenmesi amaçlanmıştır. Çalışma grubu Ankara’nın Keçiören ilçesinde lise öğrenimine devam eden, 14–17 yaşları arasındaki toplam 218 lise öğrencisi ergenden oluşmaktadır. Çalışmada verilerin toplanmasında, Pozitif Psikoterapi Bağlamında Yaşam Amaçları Belirleme Ölçeği ve Derse Katılmaya Motive Olma ölçeği kullanılmıştır. Veriler betimsel istatistikler ve çoklu regresyon analizi ile analiz edilmiştir. Bulgular lise öğrencilerinin derse katılmaya motive olmalarını, kariyer başarı ve beden duyum amaçları belirlemelerinin lise öğrencilerinin derse katılmaya ilişkin motivasyon düzeylerini anlamlı düzeyde açıkladığını göstermiştir. Çalışma bulguları, yaşam amaçları belirlemenin önemini ortaya koymuştur. Bu bağlamda, lise öğrencileri için yaşam amaçları edinme programları hazırlanabilir. Bulgular, literatür bilgileri doğrultusunda tartışılmıştır.

References

  • Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M. & Sheldon, B. (1997). The impact of teaching strategies on intrinsic motivation. champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ED 418 925).
  • Bauer, J. J., & McAdams, D. P. (2004a). Growth goals, maturity, and well-being. Developmental Psychology,40, 114–127.
  • Covington, M.V. (2000). Goal theory, motivation, and school achievement: an integrative review. Annual Review of Psychology, (51), 171-200.
  • Debats, D. L. (1998). Measurement of personal meaning: The psychometric properties of the life regard index. In I. B. Weiner (Ed.), The human quest for meaning (pp. 237-259). Mahwah: Lawrence Erlbaum Associates.
  • Eryılmaz, A. (2010a). Okulda motivasyon ve amotivasyon ölçeklerinin geliştirilmesi. XVI. Ulusal Psikoloji Kongresi. Mersin Üniversitesi, Mersin.
  • Eryılmaz, A. (2010b). Yeniden gözden geçirme: Pozitif psikoloji ve pozitif psikoterapi bağlamında ergenler için amaçları genişletme programı. Aile ve Toplum Dergisi, 5 (20), 53-66.
  • Havighurst, R.J. (1972). Developmental tasks and education. New York: David McKay.
  • Kasser, T. & Ryan, R. M. (2001). Be careful what you wish for: Optimal functioning and the relative attainment of intrinsic and extrinsic goals. In P. Schmuck & K. M. Sheldon (Eds.), Life goals and well-being: towards a positive psychology of human striving (pp. 116-131). Goettingen, Germany: Hogrefe & Huber Publishers.
  • King, L. A., Richards, J. & Stemmerich, E. D. (1998). Daily goals, life goals, and worst fears: Means, ends, and subjective wellbeing. Journal of Personality, 66, 713- 744.
  • Locke, E. A. & Latham, G. P. (1990). Work motivation and satisfaction: Light at the end of the tunnel. Psychological Science, 1, 240–245.
  • Locke, E. A. & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57, 705–717.
  • Natriello, G. (1984). Problems in the evaluation of students and student from secondary schools. Journal of Research and Development in Education, 17, 14 – 24.
  • Peseschkian, N. (1996). Positive family therapy. The family as therapist. New Delhi: Sterling Paperbacks.
  • Pintrich, P.R. & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-50.
  • Reschly, A. & Christenson, S. L. (2006). Research leading to a predictive model of dropout and completion among students with mild disabilities and the role of student engagement. Remedial and Special Education, 27, 276 – 292.
  • Reeve, J., Jang, H., Carrell, D., Jeon, S. & Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28, 147-169.
  • Sheldon, K.M., & Kasser, T. (1995). Coherence and congruence: Two aspects of personality integration. Journal of Personality and Social Psychology, 68, 531– 543.
  • Super, D. E. & Bohn, M. J. (1970). Occupational psychology. Wadsworth, Belmone.
  • Uçar, M.E. (2007). Toplumsal geçişler. In F. Çok (Çev. Ed.), Ergenlik (s. 115-146). Ankara: İmge Kitabevi.
  • Vansteenkiste, M., Lens, W. & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41, 19–31.
  • Wheeler, R. J., Munz, D. C., & Jain, A. (1990). Life goals and general well-being. Psychological Reports, 66, 307-312

Relationships between Motivation to Class Engagement and Determining Life Goals in High School Students

Year 2011, Volume: 12 Issue: 3, 149 - 158, 01.08.2011

Abstract

The purpose of this study was to examine the relationship between motivation to class engagement and life goals for adolescents. Study group composed of 218 high school students, aged 14-17 in Keçiören, Ankara. Data gathered through two instruments: Determining Life Goals in the Context of Positive Psychotherapy and Motivation to Class Engagement Questionnaire. Data was analyzed with descriptive statistics and multiple regression analysis. Findings indicated that high school students were motivated to class engagement when they determine career success and body sense goals. These two goals explained an important proportion of the variation in the motivation to class engagement. Findings in general indicated that for students determining life goals was important. Thus, life-goals attainment programs may be prepared for high school students. Rest of the findings was compared and contrasted with the findings in the literature

References

  • Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M. & Sheldon, B. (1997). The impact of teaching strategies on intrinsic motivation. champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ED 418 925).
  • Bauer, J. J., & McAdams, D. P. (2004a). Growth goals, maturity, and well-being. Developmental Psychology,40, 114–127.
  • Covington, M.V. (2000). Goal theory, motivation, and school achievement: an integrative review. Annual Review of Psychology, (51), 171-200.
  • Debats, D. L. (1998). Measurement of personal meaning: The psychometric properties of the life regard index. In I. B. Weiner (Ed.), The human quest for meaning (pp. 237-259). Mahwah: Lawrence Erlbaum Associates.
  • Eryılmaz, A. (2010a). Okulda motivasyon ve amotivasyon ölçeklerinin geliştirilmesi. XVI. Ulusal Psikoloji Kongresi. Mersin Üniversitesi, Mersin.
  • Eryılmaz, A. (2010b). Yeniden gözden geçirme: Pozitif psikoloji ve pozitif psikoterapi bağlamında ergenler için amaçları genişletme programı. Aile ve Toplum Dergisi, 5 (20), 53-66.
  • Havighurst, R.J. (1972). Developmental tasks and education. New York: David McKay.
  • Kasser, T. & Ryan, R. M. (2001). Be careful what you wish for: Optimal functioning and the relative attainment of intrinsic and extrinsic goals. In P. Schmuck & K. M. Sheldon (Eds.), Life goals and well-being: towards a positive psychology of human striving (pp. 116-131). Goettingen, Germany: Hogrefe & Huber Publishers.
  • King, L. A., Richards, J. & Stemmerich, E. D. (1998). Daily goals, life goals, and worst fears: Means, ends, and subjective wellbeing. Journal of Personality, 66, 713- 744.
  • Locke, E. A. & Latham, G. P. (1990). Work motivation and satisfaction: Light at the end of the tunnel. Psychological Science, 1, 240–245.
  • Locke, E. A. & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57, 705–717.
  • Natriello, G. (1984). Problems in the evaluation of students and student from secondary schools. Journal of Research and Development in Education, 17, 14 – 24.
  • Peseschkian, N. (1996). Positive family therapy. The family as therapist. New Delhi: Sterling Paperbacks.
  • Pintrich, P.R. & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-50.
  • Reschly, A. & Christenson, S. L. (2006). Research leading to a predictive model of dropout and completion among students with mild disabilities and the role of student engagement. Remedial and Special Education, 27, 276 – 292.
  • Reeve, J., Jang, H., Carrell, D., Jeon, S. & Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28, 147-169.
  • Sheldon, K.M., & Kasser, T. (1995). Coherence and congruence: Two aspects of personality integration. Journal of Personality and Social Psychology, 68, 531– 543.
  • Super, D. E. & Bohn, M. J. (1970). Occupational psychology. Wadsworth, Belmone.
  • Uçar, M.E. (2007). Toplumsal geçişler. In F. Çok (Çev. Ed.), Ergenlik (s. 115-146). Ankara: İmge Kitabevi.
  • Vansteenkiste, M., Lens, W. & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41, 19–31.
  • Wheeler, R. J., Munz, D. C., & Jain, A. (1990). Life goals and general well-being. Psychological Reports, 66, 307-312
There are 21 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Ali Eryılmaz This is me

Ayşe Aypay This is me

Publication Date August 1, 2011
Published in Issue Year 2011 Volume: 12 Issue: 3

Cite

APA Eryılmaz, A., & Aypay, A. (2011). LİSE ÖĞRENCİLERİNDE DERSE KATILMAYA MOTİVE OLMA İLE YAŞAM AMAÇLARI BELİRLEME ARASINDAKİ İLİŞKİLER. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(3), 149-158.

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