Türk Beden Eğitimi Öğretmen Adaylarının Akademik Başarılarını Yordamada Rasyonel ve Sezgisel Karar Verme Stillerinin Rolü

Öz

Bu çalışmanın amacı, rasyonel ve sezgisel karar verme stillerinin Türk beden eğitimi öğretmen adaylarının akademik başarılarını ne ölçüde yordadığını tespit etmektir. Çalışma grubu, Türkiye'deki üniversitelerin beden eğitimi öğretmenliği programlarına kayıtlı 567 öğrenciden oluşmaktadır. Veriler, kişisel bilgi formu ve rasyonel ve sezgisel karar verme stillerini değerlendirmek için tasarlanmış bir ölçek aracılığıyla toplanmıştır. Çalışmanın bulguları, beden eğitimi öğretmen adaylarının rasyonel ve sezgisel karar verme stilleri ile akademik başarıları arasında pozitif bir ilişki olduğunu göstermektedir. Hiyerarşik regresyon analizi sonuçları, rasyonel karar verme stilinin akademik başarıdaki varyansın %43'ünü açıklamaktan sorumlu olduğunu gösterirken, bu stilin sezgisel karar verme stili ile kombinasyonu %51'lik bir açıklama ile sonuçlanmıştır. Standardize edilmiş göreli önem değerleri, rasyonel karar verme stilinin akademik başarıdaki varyansın %62'sini, sezgisel karar verme stilinin ise %38'ini açıkladığını göstermektedir. Hem rasyonel hem de sezgisel karar verme stillerinin beden eğitimi öğretmen adaylarının akademik başarılarına katkıda bulunduğu sonucuna varılabilir. Akademik başarıda dikkate alınan diğer faktörlerin yanı sıra, öğrencilerin rasyonel ve sezgisel karar verme rollerinin potansiyel açıklayıcı değişkenler olarak göz ardı edilmemesi gerektiği düşünülmektedir.

Anahtar Kelimeler

• akademik başarı
• beden eğitimi
• öğretmen adayı
• rasyonel ve sezgisel karar verme

The Role of Rational and Intuitive Decision Making Styles in Predicting Academic Achievement of Turkish Pre-Service Physical Education

Abstract

The objective of this study is to ascertain the extent to which rational and intuitive decision-making styles are predictive of the academic achievement of Turkish pre-service physical education teachers. The study group consisted of 567 students enrolled in physical education teacher education programs at universities in Turkey. Data were collected via a personal information form and a scale designed to assess rational and intuitive decision-making styles. The findings of the study indicate a positive correlation between the rational and intuitive decision-making styles of pre-service physical education teachers and their academic achievement. The results of the hierarchical regression analysis indicated that the rational decision-making style was responsible for explaining 43% of the variance in academic achievement, while the combination of this style with the intuitive decision-making style resulted in an explanation of 51%. The standardized relative importance values indicate that the rational decision-making style accounts for 62% of the variance in academic achievement, while the intuitive decision-making style accounts for 38%. It can be concluded that both rational and intuitive decision-making styles contribute to the academic achievement of pre-service physical education teachers. In addition to other factors considered in academic achievement, it is thought that students' rational and intuitive decision-making roles should not be discarded as potential explanatory variables.

Keywords

• academic achievement
• physical education
• pre-service teacher
• rational and intuitive decision-making

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