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A CASE STUDY: FUTURE GOALS AND SELFREGULATION IN THE CONTEXT OF SOCIO-CULTURAL THEORY

Year 2012, Volume: 20 Issue: 3, 767 - 782, 01.09.2012

Abstract

People’s cultural identity and their social relations affect their academic achievements, selfregulation process at any lesson, and motivation on any subject. Future goals are important self-regulatory factors in human functioning. So, future goals or any subgoals that are needed in order to reach the future goal are also affected by those social conditions. The aim of this study is to describe students’ future goals and plans according to their sociocultural context and to examine the effects of those goals and plans on their academic life. The study was carried out as a case study and qualitative research methodology is used. Study group was consist of 3 7th grade students. These 3 students were chosen by purposively sampled, and in-depth semi-structured interviews were conducted with these students.

References

  • 1. Zimmerman, B. J., Theories Of Self-Regulated Learning And Academic Achievement: An Overview And Analysis, Self Regulated Learning and Academic Achievement (2nd Edition), London: LEA, 2001
  • 2. McCaslin, M., Hickey, D. T., Self - Regulated Learning and Academic Achievement: A Vygotskian View, Self Regulated Learning and Academic Achievement (2nd Edition). London: LEA, 2001.
  • 3. Moll, L.C., Vygotsky and Education. Cambridge: Cambridge University Pres, 1990.
  • 4. Vygotsky, L. S. (1978). Mind in society: The development of Higher Psychological Processes, Cambridge, MA: Harvard University Pres, 1978
  • 5. Senemoğlu, N., Gelişim, Öğrenme ve Öğretim; Kuramdan Uygulamaya, Ankara, Gazi Kitabevi, 2004.
  • 6. Ergün, M., Özsüer, S., Vygotsky’nin yeniden değerlendirilmesi, Afyon Karahisar Üniversitesi Sosyal Bilimler Dergisi, 2, s. 269-292, 2006.
  • 7. Brickman, S. J., Miller, R., The impact of sociocultural context on future goals and selfregulation, Research On Sociocultural Influences on Motivation and Learning. Connecticut: IAP, 2001.
  • 8. Klineberg, S. L., Changes in outlook on the future between childhood and adolescence, Journal of Personality and Social Psychology, 7, s. 185–193, 1967.
  • 9. Lessing, E. E., Demographic, developmental, and personality correlates of length of future time perspective, Journal of Personality, 56, s. 183–201, 1968.
  • 10. Volder, M. L., Lens, W., Academic achievement and future time perspective as a cognitivemotivational concept, Journal of Personality and Social Psychology, 42: 3, s. 566–571, 1982.
  • 11. Markus, H., Nurius, P., Possible selves, American Psychologist, 41, s. 954-969, 1986.
  • 12. Miller, R. B., Grene, B., Montalvo, G., Ravindran, G., et all, Engagement in academic work: The role of learning goals, future conseguences, pleasing others and perceived ability, Contemporary Educational Psychology, 21, s. 388–422, 1996.
  • 13. Neuman, W. L., Toplumsal Araştırma Yöntemleri Nitel ve Nicel Yaklaşımlar (2 cilt), Yayın Odası: İstanbul, 2007.
  • 14. Shunk, D. H., Social cognitive theory and self-regulated learnng, Self Regulated Learning and Academic Achievement (2nd Edition). London: LEA, 2001. Bir Örnek Olay İncelemesi: Sosyo-Kültürel Teori Bağlamında Geleceğe ... 781 September 2012 Vol:20 No:3 Kastamonu Education Journal
  • 15. Zimmerman, B. J. , Ringle, J., Effects of model persistence and statements of confidence on children’s self-efficacy and problem solving, Journal of Educational Psychology, 73, s. 485 – 493, 1981.
  • 16. De Volder, M., Lens, W., Academic achievement and future time perspective as a cognitivemotivational concept, Journal of Personality and Social Psychology, 42, s. 566–571, 1982.
  • 17. Gjesme, T., Slope of gradients for performance as a function of achievement motive, goal distance in time, and future time orientation, Journal of Psychology, 91, s. 143–160, 1975.

Bir Örnek Olay İncelemesi: Sosyo-Kültürel Teori Bağlamında Geleceğe Yönelik Hedefler ve Öz-Düzenleme

Year 2012, Volume: 20 Issue: 3, 767 - 782, 01.09.2012

Abstract

Bireyin akademik alanda ulaştığı başarı, herhangi bir ders kapsamında herhangi bir sürece yönelik öz-düzenlemesi, bir konuya dair motivasyonu onun tarihsel süreç içerisinde biriken kültürel aidiyeti ve şu an içerisinde yer aldığı sosyal ilişkiler ağından azımsanamayacak ölçüde etkilenmektedir. Bireyin herhangi bir konu kapsamında oluşturduğu öz-düzenleme sürecinin önemli bir bileşeni olan geleceğe yönelik hedefi ya da o konu ile ilgili olarak belirleyeceği uzun erimli hedefi de bu etkenlere göre şekillenmektedir. Bu araştırmanın amacı öğrencilerin geleceğe yönelik hedef ve planlarının sosyo-kültürel bağlam temelinde betimlenmesi ve bu hedef ve planların onların akademik yaşantıları üzerindeki etkisinin incelenmesidir. Bu doğrultuda nitel araştırma yöntemi tercih edilmiş ve çalışma grubu olarak, amaçsal örneklem ile seçilen 3 tane 7. sınıf öğrencisine örnek olay incelemesi uygulanmıştır

References

  • 1. Zimmerman, B. J., Theories Of Self-Regulated Learning And Academic Achievement: An Overview And Analysis, Self Regulated Learning and Academic Achievement (2nd Edition), London: LEA, 2001
  • 2. McCaslin, M., Hickey, D. T., Self - Regulated Learning and Academic Achievement: A Vygotskian View, Self Regulated Learning and Academic Achievement (2nd Edition). London: LEA, 2001.
  • 3. Moll, L.C., Vygotsky and Education. Cambridge: Cambridge University Pres, 1990.
  • 4. Vygotsky, L. S. (1978). Mind in society: The development of Higher Psychological Processes, Cambridge, MA: Harvard University Pres, 1978
  • 5. Senemoğlu, N., Gelişim, Öğrenme ve Öğretim; Kuramdan Uygulamaya, Ankara, Gazi Kitabevi, 2004.
  • 6. Ergün, M., Özsüer, S., Vygotsky’nin yeniden değerlendirilmesi, Afyon Karahisar Üniversitesi Sosyal Bilimler Dergisi, 2, s. 269-292, 2006.
  • 7. Brickman, S. J., Miller, R., The impact of sociocultural context on future goals and selfregulation, Research On Sociocultural Influences on Motivation and Learning. Connecticut: IAP, 2001.
  • 8. Klineberg, S. L., Changes in outlook on the future between childhood and adolescence, Journal of Personality and Social Psychology, 7, s. 185–193, 1967.
  • 9. Lessing, E. E., Demographic, developmental, and personality correlates of length of future time perspective, Journal of Personality, 56, s. 183–201, 1968.
  • 10. Volder, M. L., Lens, W., Academic achievement and future time perspective as a cognitivemotivational concept, Journal of Personality and Social Psychology, 42: 3, s. 566–571, 1982.
  • 11. Markus, H., Nurius, P., Possible selves, American Psychologist, 41, s. 954-969, 1986.
  • 12. Miller, R. B., Grene, B., Montalvo, G., Ravindran, G., et all, Engagement in academic work: The role of learning goals, future conseguences, pleasing others and perceived ability, Contemporary Educational Psychology, 21, s. 388–422, 1996.
  • 13. Neuman, W. L., Toplumsal Araştırma Yöntemleri Nitel ve Nicel Yaklaşımlar (2 cilt), Yayın Odası: İstanbul, 2007.
  • 14. Shunk, D. H., Social cognitive theory and self-regulated learnng, Self Regulated Learning and Academic Achievement (2nd Edition). London: LEA, 2001. Bir Örnek Olay İncelemesi: Sosyo-Kültürel Teori Bağlamında Geleceğe ... 781 September 2012 Vol:20 No:3 Kastamonu Education Journal
  • 15. Zimmerman, B. J. , Ringle, J., Effects of model persistence and statements of confidence on children’s self-efficacy and problem solving, Journal of Educational Psychology, 73, s. 485 – 493, 1981.
  • 16. De Volder, M., Lens, W., Academic achievement and future time perspective as a cognitivemotivational concept, Journal of Personality and Social Psychology, 42, s. 566–571, 1982.
  • 17. Gjesme, T., Slope of gradients for performance as a function of achievement motive, goal distance in time, and future time orientation, Journal of Psychology, 91, s. 143–160, 1975.
There are 17 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Ebru Aylar This is me

Publication Date September 1, 2012
Published in Issue Year 2012 Volume: 20 Issue: 3

Cite

APA Aylar, E. (2012). Bir Örnek Olay İncelemesi: Sosyo-Kültürel Teori Bağlamında Geleceğe Yönelik Hedefler ve Öz-Düzenleme. Kastamonu Education Journal, 20(3), 767-782.

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