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

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.

References

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

Year 2018, Volume: 26 Issue: 3, 741 - 752, 15.05.2018
https://doi.org/10.24106/kefdergi.413320

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 locat
located
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.

References

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  • Açıkgöz, K. (1989, Haziran). Liselerdeki sınıf atmosferi üzerine bir araştırma. Eğitim Bilimleri Sempozyumu Bildiriler Kitabı (s. 93-111), İnönü Üniversitesi, Malatya.
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  • Ames, C. & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.536.9309&rep=rep1&type=pdf adresinden erişildi.
  • Anderman L. (1999). Classroom goal orientation, school belonging, and social goals as predictors of students’ positive and negative affect following the transition to middle school. Journal of Research and Development in Education, 32(2), 89-103. http://psycnet.apa.org/psycinfo/1999-10018-002 adresinden erişildi.
  • Anderman, E.M. & Midgley, C. (1997). Changes in achievement goal orientations, per-ceived academic competence, and grades across the transition to middle level schools. Contemporary Educational Psychology, 22, 269-298. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.514.2768&rep=rep1&type=pdf adresinden erişildi.
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  • Church, M.A., Elliot, A.J. & Gable, S.L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43-54. Doi: 10.1037/0022-0663.93.1.43
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There are 75 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Review Article
Authors

Melehat Gezer This is me

Elif Meral This is me

İbrahim Fevzi Şahin This is me

Publication Date May 15, 2018
Acceptance Date July 19, 2017
Published in Issue Year 2018 Volume: 26 Issue: 3

Cite

APA Gezer, M., Meral, E., & Şahin, İ. F. (2018). Öğrenme Ortamı, Hedef Yönelimi ve Eleştirel Düşünme Arasındaki İlişkinin Yapısal Eşitlik Modeli (Yem) İle İncelenmesi. Kastamonu Education Journal, 26(3), 741-752. https://doi.org/10.24106/kefdergi.413320

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