A Qualitative Analysis on Students’ Perception on The Concept of Academic Achievement and The Barriers

Year 2021, , 49 - 67, 06.06.2021

Aylin Saltürk

https://doi.org/10.52826/mcbuefd.881820

Cited By: 1

Abstract

Adolescents' views on success serve as a cornerstone in structuring their future. Hence, this study aims to determine the students’ perception on the concept of academic achievement, how they perceive themselves in terms of academic achievement, the barriers to academic achievement, and what they need to eliminate them. The study group, which consists of 29 science high school students studying the 10th grade in the academic year of 2018-19. According to the content analysis, students do not measure academic achievement with grades alone the high school education system relying heavily on grades to measure achievement and being highly competitive, the students address ‘social’, ‘psychological’, ‘cognitive’ and ‘professional’ aspects, as well. It has been identified that 75,9% of the students do not find themselves academically successful, whose reason is based on academic self-evaluations and behavioral manifestation of these academic self-evaluations. Examining students’ perceptions on the barriers to their academic achievements, it has been seen that they fight fierce battles not only with external factors but also with internal factors. When asked about their needs to eliminate such barriers, the students noted the need for individual strategies, sources of motivation and social, psychological, instrumental support to promote academic achievement.

Keywords

Educational Psychology, Academic Achievement, Barriers to Academic Achievement, Student Views

Öğrencilerin Akademik Başarı Kavramı ve Önündeki Engellere İlişkin Algıları Üzerine Nitel Bir Analiz

Abstract

Ergenlik döneminde gençlerin başarı hakkındaki görüşleri geleceklerini yapılandırmalarında bir mihenk taşı görevi görmektedir. Bu nedenle bu araştırmada akademik başarı kavramı, akademik başarı hedeflerinin önündeki engeller ve bunları ortadan kaldırmak için neye ihtiyaç duyduklarına yönelik öğrenci görüşlerinin belirlenmesi amaçlanmıştır. Çalışma grubu 2018-19 eğitim-öğretim yılında bir fen lisesinde 10.sınıfta öğrenim gören 29 öğrenciden oluşmaktadır. İçerik analizi sonucunda, başarıyı ölçmek için büyük ölçüde notlara dayanan son derece rekabetçi bir eğitim-öğretim sistemi içerisinde olmalarına rağmen öğrencilerin akademik başarıyı yalnızca notlarla değerlendirmedikleri ve ‘Sosyal’, ‘Psikolojik’, ‘Bilişsel’ ve ‘Mesleki’ yönleriyle de ele aldıkları görüldü. Öğrencilerin %75,9’unun kendilerini akademik açıdan başarılı bulmadığı, bunun nedenlerinin ise öğrencinin kendisi hakkındaki akademik değerlendirmelerinin ve bu değerlendirmelerin davranışsal tezahürlerinin olduğu saptandı. Başarılarının önündeki engellere ilişkin algıları incelendiğinde ise öğrencilerin dış faktörlerle olduğu kadar kendi iç mücadelelerine dair de çetin savaşlar verdikleri görüldü. Öğrencilere bu engelleri kaldırmak için neler gerektiği sorulduğunda ise bireysel stratejilere, motivasyon kaynaklarına, sosyal, psikolojik ve araçsal desteğe duydukları ihtiyacı belirttiler.

Keywords

Eğitim Psikolojisi, Öğrenci Görüşleri, Akademik Başarı, Akademik Başarının Önündeki Engeller

References

• Alcine, E. (2019). Teachers' Perceptions of Academic Performance and Student Engagement Among Ninth-Grade Students. Unpublished Doctoral Dissertation. Walden University, United States. https://scholarworks.waldenu.edu/dissertations/6390/
• Aktaş, N. (2016). Lise Öğrencilerinin Motivasyon Kaynakları ve Karar Verme Stratejileri. [Motivation Sources of High School Students and Decision-Making Strategies]. Unpublished Master’s Thesis. Adnan Menderes University Institute of Social Sciences, Aydın.
• Astin, A. W. (1991). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. New York: MacMillian.
• Asmus, E. P. (1986). Student beliefs about the causes of success and failure in music: A study of achievement motivation. Journal of Research in Music Education, 34, 262–278. DOI: 10.2307/3345260.
• Baltacı, A. (2018). Nitel Araştırmalarda Örnekleme Yöntemleri ve Örnek Hacmi Sorunsalı Üzerine Kavramsal Bir İnceleme. [A Conceptual Review of Sampling Methods and Sample Size Problems in Qualitative Research]. Journal of Bitlis Eren University Institute of Social Sciences. 7(1), 231-274. https://dergipark.org.tr/tr/download/article-file/497090
• Baltacı, A. (2019). Nitel Araştırma Süreci: Nitel Bir Araştırma Nasıl Yapılır? [The Qualitative Research Process: How to Conducta Qualitative Research?]. Ahi Evran University Instıtute of Social Scineces Journal, 5(2), 368-388. https://doi.org/10.31592/aeusbed.598299
• Bandura, A. (1995). Exercise of personal and collective efficacy. In A. Bandura (Ed.), Self-efficacy in Changing Societies (pp. 1-45). New York: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511527692.003
• Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.
• Basque, J. & Dare, S. W (1998). Environment and Apparatuship Information. Journal of Distance Education, 13(1).
• Başkale, H. (2016). Nitel Araştırmalarda Geçerlik, Güvenirlik ve Örneklem Büyüklüğünün Belirlenmesi. [Determination of Validity, Reliability and Sample Size in Qualitative Studies]. E-Journal of Dokuz Eylül University Nursing Faculty, 9(1), 23-28.
• Blocher, M., Sujo-Montes, L., Moore, E. & Tucker, G. (2002). Online Learning: Examining the Successful Student Profile. Journal of Interactive Online Learning, 1(2) 1-12.
• Bornholt, L. & Möller, J. (2003). Attributions About Achievement and Intentions About Further Study in Social Context. Social Psychology of Education, 6, 217–231. https://doi.org/10.1023/A:1024715609124
• Büyüköztürk, Ş., Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. Ankara: Pegem Academy.
• Büyüköztürk, Ş. (2016). Sınavlar üzerine düşünceler. [Thoughts on Exams]. KALEM International Journal of Educational and Human Sciences, 6(2), 345–356.
• Cachia, M., Lynam, S. & Stock, R. (2018) Academic success: Is it just about the grades? Higher Education Pedagogies, 3:1, 434-439. DOI: 10.1080/23752696.2018.1462096.
• Calkins, S. D. (2007). The emergence of self-regulation: Biological and behavioral control mechanisms supporting toddler competencies. In C. A. Brownell & C. B. Kopp (Eds.), Socioemotional development in the toddler years: Transitions and transformations (pp. 261-284). New York: Guilford Press
• Christenson, S. L., Rounds, T. & Gorney D. (1992) Family factors and student achievement: An avenue to increase students’ success. School Psychology Quarterly, 7(3), 178-206. https://doi.org/10.1037/h0088259
• Corbin, J., & Strauss, A. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed,). Thousand Oaks, CA: Sage.
• Covington, M.V., & Omelich, C.L. (1991). Need Achievement Revisited: Verification Of Atkinson’s Original 2 X 2 Model. In C.D. Spielberger., I.G. Sarason., Z. Kulcsar., & G.L. Van Heck. (Eds.). Stress And Emotion Vol 14. New York, NY: Hemisphere.
• Creswell, J.W. (2013). Qualitative inquiry and research design: choosing among five approaches (3rd Ed). SAGE Publications, Inc.
• Cuban, L. (2003). Why is it so hard to get good schools? New York: Teachers College Press.
• Çelenk, S. (2003). Okul Başarısının Ön Koşulu: Okul Aile Dayanışması. [Prerequisite for School Success: School-Family Solidarity]. Elementary Education Online, 2 (2), 28-34
• Dean, A.M. (1998). Defining and Achieving University Student Success: Faculty and Student Perceptions. Master Thesis. Virginia Polytechnic Institute and State University. http://hdl.handle.net/10919/35584
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum
• Demirtaş, H. & Çınar, İ. (2004). Yönetici, öğretmen, veli ve öğrencilerin başarı algısı ve eğitime ilişkin görüşleri (Malatya ili örneği). [Administrators, teachers, parents, and students' perception of success and their views on education (Malatya province example)]. XIII. National Educational Sciences Congress, 6-9 July 2004, İnönü University Faculty of Education, Malatya.
• Ekici, G. (2014). Views of Teachers on Responsibility Perceptions about Students’ Academic Achievement and Failure: The Case of Pre-service Teachers of Biology. Elementary Education Online, 13(4), 1414-1448.
• Elig, T. W., & Frieze, I. H. (1979). Measuring causal attributions for success and failure. Journal of Personality and Social Psychology, 37(4), 621-634.
• Enke, K. A. E. & Ropers-Huilman, R. (2010). Defining and achieving success: Perspectives from students at Catholic women’s colleges. Higher Education in Review, 7: 1-22
• Festinger, L. (1954). A Theory of Social Comparison Processes. Human Relations, 7(2), 117–140. https://doi.org/10.1177/001872675400700202
• Forsyth, D.R., Story, P.A., Kelley, K.N. & McMillan, J.H. (2009). What causes failure and success? Students' perceptions of their academic outcomes. Social Psychology of Education, 12(2):157-174.
• Flett, G.L., Hewitt, P.L., Blankstein, K. R. & Koledin, S. (1991). Dimensions of perfectionism and Irrational Thinking. Journal of Rational-Emotive and Cognitive-Behavior Therapy. 9, 185-201.
• Flett, G. L., Blankstein, K., Hewitt, P. L., & Koledin, S. (1992). Components of perfectionism and procrastination in college students. Social Behaviour and Personality, 20, 85–94.
• Glasser, W. (1997). A new look at school failure and school success. Phi Delta Kappan, 78(4), 597-602.
• Gopalsingh, B. (2010). Teacher Perceptions of High School Students Underachievement in Science. Unpublished Doctoral Dissertation. München, GRIN Verlag. www.grin.com/document/207715
• Hamilton, R. & Ghatala, E. (1994). Learning and Instruction. New York: McGraw-Hill, Inc Hargrove, R. D. (1990). An investigation of the relationship between locus of control, self-efficacy, and attribution theory and Dweck’s social-cognitive approach to academic achievement motivation. Unpublished Doctoral Dissertation. Nebraska: University of Nebraska.
• Hargrove, R. D. (1990). An investigation of the relationship between locus of control, self-efficacy, and attribution theory and Dweck’s social-cognitive approach to academic achievement motivation. Unpublished Doctoral Dissertation. Nebraska: University of Nebraska
• Hearn, J.C. (2006). Student Success: What Research Suggests for Policy and Practice, National Postsecondary NPEC Education Cooperative. https://nces.ed.gov/npec/pdf/synth_Hearn.pdf
• Heider, F. (1958). The psychology of interpersonal relations. New York: Wiley.
• Hui, E.K.P. (2001). Hong Kong students' and teachers' beliefs on students' concerns and their causal explanation. Educational Research 43(3):279-294. DOI: 10.1080/00131880110081044
• İmamoğlu, O. & Yasak, G. (1993) Önerilen Dengelenmiş Toplumsal Birey Modeli Işığında Üniversite Gençliğinin Sorunları. Türk Psikoloji Dergisi, 8(30), 27-41.
• İpek, C. (2011). Velilerin Okul Tutumu ve Eğitime Katılım Düzeyleri ile Aileye Bağlı Bazı Faktörlerin İlköğretim Öğrencilerinin Seviye Belirleme Sınavları (SBS) Üzerindeki Etkisi. [The Effects of Parents' School Attitude and Education Participation Levels and Some Factors Related to the Family on the Leveling Exams (SBS) of Primary School Students]. Pegem Journal of Education and Instruction, 1(2), 69-79.
• Karabanova, OA. & Bukhalenkova, DA. (2016). Perception of Success in Adolescents. Annual International Scientific Conference Early Childhood Care and Education, ECCE2016, 12-14 May 2016, Moscow, Russia.
• Karaşar, B. & Öğülmüş, S. (2016). Üniversite Öğrencilerinde Sosyal Onay İhtiyacının Çeşitli Değişkenler Açısından İncelenmesi. [Examining the Need for Social Approval In Terms Of Different Variables]. Journal of Uludağ Üniversity Faculty of Education, 29 (2), 469-495
• Karaşar, B. & Öğülmüş, S. (October, 2017). Üniversite öğrencilerinde sosyal onay ihtiyacı ve akademik güdülenme. [The need for social approval and academic motivation in university students.]. II. International Academic Research Congress, 18-21 October 2017, Antalya.
• Kırımoğlu, H., Filazoğlu-Çokluk, G. & Yıldırım, Y. (2010). Yatılı ilköğretim bölge okulu 6. 7. ve 8. sınıf öğrencilerinin spor yapma durumlarına göre yalnızlık ve umutsuzluk düzeylerinin incelenmesi (Hatay ili örneği). Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 3, 101-108.
• Krull, C. D. & Pierce, W. D. (1995). IQ testing in America: a victim of its own success. The Alberta Journal of Educational Research, 41(3), 349-354
• Kuhn, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of the literature. Commissioned report for the National Symposium on Postsecondary Student Success: Spearheading a Dialog on Student Success. Washington, DC: National Postsecondary Education Cooperative. https://nces.ed.gov/npec/pdf/kuh_team_report.pdf
• Koca, G. (2017). Liselilerin başarı algısı [High school students' perception of success.]. Hürriyet Newspaper. Accessed on 17 September 2020 from https://www.hurriyet.com.tr/ik-yeni-ekonomi/liselilerin-basari-algisi-26969331
• Legault L, Green-Demers I, & Pelletier L (2006) Why do high school students lack motivation in the classroom? toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98, 567-582. DOI: 10.1037/0022-0663.98.3.567.
• Lindren, H. C. (1969). The psychology of student success. New York: John Wiley and Sons, Inc.
• Lizzio, A., Wilson, K. & Simons, R. (2002): University Students’ Perceptions of the Learning Environment and Academic Outcomes: implications for theory and practice. Studies in Higher Education, 27 (1), 27-52.
• Lopez, C., & Dubois, D. L. (2005). Peer victimization and rejection: investigation of an integrative model of effects on emotional, behavioral, and academic adjustment in early adolescence. Journal Of Clinical Child And Adolescent Psychology, 34(1), 25–36. https://doi.org/10.1207/s15374424jccp3401_3
• Lunt, P. K. (1988). The perceived causal structure of examination failure. The British Journal of Social Psychology, 27, 171–179.
• Marchant, G. J., Paulson, S. E. & Rothlisberg, B. A. (2001). Relations of middle school students’ perceptions of family and school contexts with academic achievement. Psychology in the Schools, 38 (6), 505-519.
• Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). San Francisco, CA: Wiley & Sons.
• Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
• Mulford, B., Kendall, L. & Kendall, D. (2004). Administrative practice and high school students’ perceptions of their school, teachers and performance. Journal of Educational Administration, 42(1), 78-97.
• Murayama K., Elliot A.J. & Friedman R. (2012). Achievement goals. In Ryan RM (Ed), The Oxford Handbook of Human Motivation. New York, NY: Oxford University Press, pp. 191–207.
• Nepi, L.D., Fioravanti, J., Nannini, P. & Peru, A. (2015), Social Acceptance. British Journal of Special Education, 42: 319-337. https://doi.org/10.1111/1467-8578.12096
• Noddings, N. (2005). What does it mean to educate the whole child? Educational Leadership, 63 (1), 8-13.
• Olson, C.A. (2006). Teacher Perception of the Academic Achievement of Athletes at Menomonie High School. Unpublished Master’s Thesis. University of Wisconsin-Stout. https://core.ac.uk/download/pdf/5066931.pdf
• Onwuegbuzie, A. J. (2000). Academic procrastinators and perfectionistic tendencies among graduate students. Journal of Social Behavior & Personality, 15(5), 103–109.
• Oreški D., Konecki M. & Milić, L. (2017). "Estimating profile of successful IT student: Data mining approach," 2017 40th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO), Opatija, 723-727, doi: 10.23919/MIPRO.2017.7973517.
• Oxford English Dictionary (1971). (Compact ed., Volume 1). Glasgow, Scotland: Oxford University Press.
• Pintrich, P. R. & Zusho, A. (2007). Student motivation and self-regulated learning in the classroom. In R.P. Perry and J.C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective, (p. 731–810), Springer.
• Pollock, EN. (2015). Teachers’ Perceptions of the Factors That Influence Student Achievement: A Descriptive Study. Master’s thesis. Western Carolina University.
• Rothbart, M. K, Posner, M. I., & Kieras, J. (2006). Temperament, attention, and the development of self-regulation. In K. McCartney & D. Phillips (Eds.), Blackivell handbook of early childhood development (pp. 338-357). Walden, MA: Blackwell
• Rothbart, M., Dalfen, S., & Barrett, R. (1971). Effects of Teacher's Expectancy on Student-Teacher İnteraction. Journal of Educational Psychology, 62 (1), 49-54. https://doi.org/10.1037/h0030765
• Satır, S. (1996). Özel Tevfik Fikret Lisesi Öğrencilerinin Akademik Başarılarıyla İlgili Anne-Baba Davranışları ve Akademik Başarıyı Artırmaya Yönelik Anne-Baba Eğitim Gereksinmelerinin Belirlenmesi. [Determining Parent Behaviours Related to the Academic Achievement of Private Tevfik Fikret High School Students and Parent Education Requirements for Increasing Academic Achievement]. Unpublished Master Thesis. Ahi Evran University Institute of Social Sciences, Kırşehir.
• Schonwetter, DJ., Perry, RP. & Struthers, CW. (1993). Students' Perceptions of Control and Success in the College Classroom: Affects and Achievement in Different Instructional Conditions the University of Manitoba. The Journal of Experimental Education, 61:3, 227-246, DOI: 10.1080/00220973.1993.9943863
• Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32, 195-208.
• Senemoğlu, N. (2007). Gelişim öğrenme ve öğretim: Kuramdan uygulamaya, [Developmental learning and teaching: From theory to practice]. Gazi Publishing: Ankara.
• Shiber, P. J., & Bogale, H. (1996). Teachers' Perception of Student Academic Success. Paper presented at June 1996 Annual Conference, Washington, District of Columbia. DOI: 10.18260/1-2—6309.
• Silverthorn, N., Dubois, D.L. & Crombie, G. (2005) Self-Perceptions of Ability and Achievement Across the High School Transition: Investigation of a State-Trait Model, The Journal of Experimental Education, 73:3, 191-218, DOI: 10.3200/JEXE.73.3.191-218
• Steinberg, L. & Dornbusch, S. M., & Brown, B. B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. American Psychologist, 47, 723-729.
• Sturges, J. (1999). What it means to succeed: Personal conceptions of career success held by male and female managers at different ages. British Journal of Management, 10, 239–252.
• Talebzadeha, F. & Jafari, P. (2012). How sport and art could be effective in the fields of social, cognitive and emotional learning? Procedia - Social and Behavioral Sciences, 47, 1610 – 1615.
• Twenge, J. M., Campbell, W. K., & Freeman, E. C. (2012). Generational Differences in Young Adults‟ Life Goals, Concern of Others, and Civic Orientation. Journal of Personality and Social Psychology, 102(5). 1045-1062.
• Uysal, R. (2009). Seviye Belirleme Sınavlarına (SBS) Yönelik Hazırlık Kursları Düzenleyen Dershanelere Devam Eden Öğrencilerin ve Öğrenci Velilerinin Dershane Beklentilerinin Belirlenmesi ve Karşılaştırılması. [Determination and Comparison of the Course Room Expectations of Students Attending Courses Organizing Preparation Courses for Placement Exams (SBS) and Student Parents.]. Unpublished Master’s Thesis. Marmara University Institute of Educational Sciences, İstanbul.
• Van Yperen N.W., Elliot A.J. & Anseel F. (2009). The influence of mastery-avoidance goals on performance improvement. European Journal of Social Psychology, 39(6):932–943.
• Yavuz, M., Gülmez, D. & Özkaral, T. C. (2016). Fen Lisesi Öğrencilerinin Akademik Başarıları ile İlgili Deneyimlerinin Değerlendirilmesi. [Evaluation of Science High School Students' Experiences Related to their Academic Achievement.]. Kastamonu Journal of Education, 24 (4) 1655-1672.
• Yıldırım, K. (2010). Nitel araştırmalarda niteliği artırma. [Increasing quality in qualitative research]. Elementary Education Online, 9 (1), 79- 92.
• Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. (8. baskı). [Qualitative research methods in the social sciences. 8th Ed]. Seçkin Publishing, Ankara.
• Yıldırım İ. (2006) Anne-Baba desteği ve başarı, anne babalar çocuklarına nasıl destek olabilirler. [Parental support and success, how parents can support their children]. Anı Publishing. ISBN: 994447410X.
• Yurtseven, N. & Akpur, U. (2018). Perfectionism, Anxiety and Procrastination as Predictors of EFL Academic Achievement: A Mixed Methods Study. Novitas-ROYAL (Research on Youth and Language). 12(2), 96-115.
• Zeidner, M. (1998). Perspectives on individual differences, Test anxiety: The state of the art. Plenum Press.
• Wentzel, KR. (1998) Social relationships and motivation in middle school: the role of parents, teachers, and peers. Journal of Educational Psychology, 90(2):202-209. DOI: 10.1037/0022-0663.90.2.202
• Wolfe, R. N., & Johnson, S. D. (1995). Personality as a predictor of college performance. Educational and Psychological Measurement, 55, 177-185.