Öğrenme Ortamı, Hedef Yönelimi ve Eleştirel Düşünme Arasındaki İlişkinin Yapısal Eşitlik Modeli (Yem) İle İncelenmesi

Year 2018, Volume: 26 Issue: 3, 741 - 752, 15.05.2018

Melehat Gezer Elif Meral İbrahim Fevzi Şahin

https://doi.org/10.24106/kefdergi.413320

Cited By: 3

Abstract

Bu araştırmada, öğrenme ortamı, hedef yönelimi ve eleştirel
düşünme arasındaki ilişkinin incelenmesi amaçlanmıştır. Araştırmanın çalışma
grubunu,  2015-2016 eğitim-öğretim yılı
güz döneminde Erzurum il merkezindeki üç farklı ortaokuldan toplam 336 öğrenci
oluşturmaktadır.  Araştırmada veri
toplama aracı olarak; Bu Sınıfta Neler Oluyor Ölçeği (Öğrenme Ortamı Ölçeği),
Hedef Yönelimi Ölçeği ile Eleştirel Düşünme Eğilimi Ölçeği kullanılmıştır.
Araştırmadan elde edilen verilerin çözümlenmesinde korelasyon analizi ve
yapısal eşitlik modelinden yararlanılmıştır. Araştırma bulguları, öğrenme ortamının
eleştirel düşünmeyi hem doğrudan hem de hedef yönelimi aracılığıyla yordadığını
göstermiştir. Ayrıca öğrenme ortamının, hedef yöneliminin %36’sını açıkladığı;
öğrenme ortamı ve hedef yöneliminin eleştirel düşünme üzerindeki etkisinin de
%62 olduğu belirlenmiştir.

Keywords

Öğrenme ortamı, hedef yönelimi, eleştirel düşünme

An Analysis of the Relations between Classroom Environment, Achievement Goal Orientation and Critical Thinking through Structural Equation Model

Abstract

The
present research aims, to determine the predictive role of students’
perceptions of classroom environment on their achievement goal and critical
thinking. The sample of the study was consisted of 336 students who studied at
three secondary schools locatlocated
in the center of Erzurum. In the research, What’s Happened This Class Scale
(Classroom Environment), Achievement Goal, and Critical Thinking Scale were
used as the data collection tools. The analysis of the obtained data was
conducted by using correlation and structural equation model.  According to structural equation model,
classroom environment was predicted both directly and indirectly by critical
thinking through achievement goal. Furthermore classroom environment explained
36% of the total variance regarding achievement goal. Finally the classroom
environment and the achievement goal estimated 62% of the effect on critical
thinking.

Keywords

Classroom environment, goal orientation, critical thinking

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