Research Article
BibTex RIS Cite
Year 2020, Volume: 7 Issue: 2, 1 - 18, 01.08.2020
https://doi.org/10.17275/per.20.16.7.2

Abstract

References

  • Agbuga, B. (2014). 3x2 başarı hedef modeli ölçeğinin Türk lisans öğrencileri için geçerlik ve güvenirlik çalışması [Validity and reliability of 3 x 2 achievement goal model scale in turkish undergraduate students]. Hacettepe Journal of Sport Sciences, 25(3), 109–117.
  • Akbulut, C. K., & Uzuntiryaki-Kondakci, E. (2019). Turkish Adaptation of the 3 x 2 Goal Orientation Scale. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 839-866. 10.14686/buefad.517750
  • Akin, A. (2006). 2x2 başarı yönelimleri ölçeği: geçerlik ve güvenirlik çalışması [The validity and reliability study of 2x2 achievement goal orientations scale]. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 12, 1-13.
  • Akin, A. & Arslan, S. (2014). The relationships between achievement goal orientations and grit. Eğitim ve Bilim, 39(175), 267-274.
  • Arslan, S. & Akin, A. (2015). 2x2 başarı yönelimleri ölçeği (revize formu): geçerlik ve güvenirlik çalışması [The validity and reliability study of 2x2 achievement goal orientations scale (revised form)]. Sakarya University Journal of Education, 5(1),7-15.
  • Ames, C., (1992). Classrooms: goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
  • Ames, C., & Ames, R. (1981). Competitive versus individualistic goal structures: The salience of past performance information for causal attributions and affect. Journal of Educational Psychology, 73(3), 411.
  • Ames, C., & Archer, J., (1988). Achievement goals in the classroom: Student learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
  • Archer, J. (1994). Achievement goals as a measure of motivation in university students. Contemporary Educational Psychology, 19, 430-446.
  • Beckwith, J. B. (1991). Approaches to learning, their context and relationship to assessment performance. Higher education, 22(1), 17-30.
  • Biggs, J. (1999). Teaching for quality learning at university. London: Open University Press.
  • Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor study process questionnaire: RSPQ2F. British Journal of Educational Psychology, 71, 133–149.
  • Biyikli, C. (2016). Öğrencilerin öğrenme yaklaşımları ile ders çalışma süreleri arasındaki ilişki [The relationship between university students’ approaches to learning and their time spared for studying]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 17(3), 98-119. DOI: 10.17679/iuefd.17345407
  • Blankert T. & Hamstra M.R. (2017). Imagining success: Multiple achievement goals and the effectiveness of imagery. Basic and Applied Social Psychology 39, 60–67.
  • Bulus, M. (2011). Goal orientations, locus of control and academic achievement in prospective teachers: an individual differences perspective. Educational Sciences: Theory and Practice, 11(2), 540-546.
  • Cano, F. (2005). Epistemic beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75, 203–221.
  • Cano, F., & Berbén, A. B. G. (2009). University students' achievement goals and approaches to learning in mathematics. British Journal of Educational Psychology, 79(1), 131-153.
  • Cetin, B., Ilhan, M. & Yilmaz, F. (2014). An investigation of the relationship between the fear of receiving negative criticism and of taking academic risk through canonical correlation analysis. Educational Sciences: Theory and Practice, 14(1), 146-158. doi: 10.12738/estp.2014.1.1616
  • Chan, D.W. (2008). Goal orientations and achievement among Chinese gifted students in Hong Kong. High Ability Studies, 19(1), 37–51.
  • Chan, K. W. (2003). Hong Kong teacher education students' epistemic beliefs and approaches to learning. Research in Education, 69, 36-50.
  • Chen, A. (2001). A theoretical conceptualization for motivation research in physical education: An integrated perspective. Quest, 53, 35-38.
  • Church, M., Elliot, A..J. & Gable, S. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43-54.
  • Cuthbert, P. F. (2005). The student learning process: learning styles or learning approaches. Teaching in Higher education, 10(2), 235-249.
  • Dinc, E., & Uztemur, S. (2017). Investigating student teachers’ conceptions of social studies through the multi-dimensional structure of the epistemological beliefs. Educational Sciences: Theory & Practice, 17, 2093–2142. http://dx.doi.org/10.12738/estp.2017.6.0429
  • Diseth, A., & Kobbeltvedt, T. (2010). A mediation analysis of achievement motives, goals, learning strategies, and academic achievement. British Journal of Educational Psychology, 80, 671-687. doi:10.1348/000709910X492432
  • Duman, G., & Eren, A. (2014). Öğretmen adaylarının başarı amaçları, öğrenme stratejileri ve derslere katılımları: bir arabuluculuk analizi [Prospective teachers’ achievement goals, learning strategies and engagement in lessons: a mediation analysis]. Kastamonu Eğitim Dergisi, 23(3), 1047-1064.
  • Dweck. C. S. & Leggett. E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
  • Ekinci, N. (2009). Üniversite öğrencilerinin öğrenme yaklaşımları [Learning approaches of university students]. Eğitim ve Bilim, 34(151), 74-88.
  • Elliot, A. J. (1999). Approach and avoidance motivation and ac¬hievement goals. Educational Psychologist, 34, 169–189.
  • Elliot A.J. & Church, M.A. (1997). A hierarchical model of app¬roach and avoidance achievement motivation. Journal of Perso¬nality and Social Psychology, 72, 218-232.
  • Elliot, A. J. & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
  • Elliot A. & McGregor H. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519.
  • Elliot, A.J., Murayama, K., & Pekrun, R. (2011). A 3 x 2 achievement goal model. Journal of Educational Psychology, 103, 632-648.
  • Entwistle, N., & McCune, V. (2004). The conceptual bases of study strategy inventories. Educational Psychology Review, 16(4), 325-345.
  • Eren, A. (2008). Üniversite öğrencilerinin başarı amaçları ve zihinsel zaman yolculuğu becerileri [University students' achievement goals and mental time travel skills]. Eğitim Bilimleri ve Uygulama, 7(14), 157–175.
  • Felder, R. M., & Brent, R. (2005). Understanding student differences. Journal Of Engineering Education, 94(1), 57-72.
  • Finney, S. J., Pieper, S. L. & Barron, K. E. (2004). Examining the psychometric properties of the achievement goal questionnaire in a general academic context. Educational and Psychological Measurement, 64, 365−382.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. (8th edt). New York: McGraw-Hill Humanities/Social Sciences/Languages.
  • Genc, G. A. & Goksu, V. (2019). Lise öğrencilerinin başarı hedef yönelimleri ile fizik öğrenmeye yönelik akademik motivasyonlarının çeşitli değişkenler açısından incelenmesi [Investıgatıon of high school students’ achievement goal orientation and their academic motivatıon for physic learning in terms of various variables]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(44), 307-331.
  • Gezer, M., & Sahin, İ. F. (2016). Sosyal bilgiler odaklı başarı yönelimleri ölçeği (SOBYÖ): geçerlik ve güvenirlik çalışması [Social studies oriented achievement goal scale (SOAGS): validity and reliability study]. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 7(2), 335-354.
  • Gezer, M., & Şahin, İ. F. (2017). Sosyal bilgiler öğrenme yaklaşımları ölçeği (SÖYÖ): Geçerlik ve güvenirlik çalışması [Social studies learning approaches scale (söyö): validity and reliability study]. İlköğretim Online, 16(1).
  • Gonçalves T., Niemivirta M. and Lemos M.S. (2017). Identification of students’ multiple achievement and social goal profiles and analysis of their stability and adaptability. Learning and Individual Differences, 54, 149–159.
  • Green, B. A. & Miller, R. B. (1996). Influences on achievement: goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology, 21(2), 181-192.
  • Gutman, L.M. (2005). How student and parent goal orienta¬tions and classroom goal structures influence the math achie¬vement of African Americans during the high school transiti¬on. Personality and Individual Differences, 38(8), 1891-1902.
  • Heyman, G. D., & Dweck, C. S. (1992). Achievement goals and intrinsic motivation: Their relation and their role in adaptive motivation. Motivation and Emotion, 16, 231–247.
  • Ho, I.T. & Hau, K.T. (2008). Academic achievement in the Chinese context: The role of goals, strategies, and effort. Internati¬onal Journal of Psychology, 43(5), 892–897.
  • Houghton, W. (2004). Engineering subject centre guide: Learning and teaching theory for engineering academics. Higher Education Academy Engineering Subject Centre, Loughborough University.
  • Jagacinski, C. M., & Strickland, O. J. (2000). Task and ego orientation the role of goal orientations in anticipated affective reactions to achievement outcomes. Learning and Individual Difference, 12, 189-208.
  • Kadioglu-Akbulut, C. K., & Uzuntiryaki-Kondakci, E. (2019). Turkish adaptation of the 3 x 2 goal orientation scale. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 839-866.
  • Kaplan, A. & Maehr, M. L. (1999). Achievement goals and student well-being. Contemporary Educational Psychology, 24, 330–358.
  • Leary, M.R., & Kowalski, R.M. (1995). Social anxiety. New York: Guilford Publications Inc.
  • Leenknecht, M., Hompus, P., & van der Schaaf, M. (2019). Feedback seeking behaviour in higher education: the association with students’ goal orientation and deep learning approach. Assessment & Evaluation in Higher Education, 44(7), 1069-1078.
  • Limpo, T., & Alves, R. (2017). Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy. Journal of Writing Research, 9(2), 97-125.
  • Licht, M. H. (1995). Multiple regression and correlation (Laurence . G. Grimm ve Paul, R. Yarnold) Reading and understanding multivariate statistics. Washington, D.C.: American Psychological Association.
  • Malhotra, N. K., Kim, S. S., & Patil, A. (2006). Common method variance in IS research: A comparison of alternative approaches and a reanalysis of past research. Management science, 52(12), 1865-1883.
  • Marton, F., & Saljo, R. (1976). On qualitative differences in learning: I-Outcome and process. British Journal of Psychology, 46(4), 4-11.
  • Matos, L., Lens, W. & Vansteenkıste, M. (2007). Achievement goals, learning strategies and language among Peruvian high school students. Psychologica Belgica, 47(1), 51-70.
  • Mayya, S., Rao, A.K. & Ramnarayan, K. (2004). Learning approaches, learning difficulties and academic performance of undergraduate students of physiotherapy. The Internet Journal of Allied Health Sciences and Practice, 2(4), 1-6.
  • Middleton, M. J., & Midgley, C. (1997). Avoiding the demons¬tration of lack of ability: An underexplored aspect of goal the¬ory. Journal of Educational Psychology, 89, 710-718.
  • Midgley, C., Middleton, M. & Kaplan, A. (2001). Performance-approach goals: Good for what, for whom, under what cir¬cumstances, and at what cost?. Journal of Educational Psycho¬logy, 93, 77-86.
  • Ozgungor, S. (2014). Üniversite öğrencilerinde benlik saygısı düzeyine göre kimlik statüleri ile başarı yönelimleri arasındaki ilişki. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 35(1), 33-46.
  • Ozgungor, S., Oral, T. & Karababa, A. (2015). Ergenlerde başarı amaç yönelimleri, cinsiyet ve öğrenim görülen sınıf düzeyinin yaşam doyumunu yordama gücü [The role of goal orientations, gender and class in predicting adolescent’s life satisfaction]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 28(1), 75-95.
  • Pintrich, P. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92 (3), 544-555.
  • Pintrich, P. R., Conley, A. M., & Kempler, T. M. (2003). Current issues in achievement goal theory and research. International Journal of Educational Research, 39, 319-337.
  • Podsakoff, P.M., Mackenzie, S.B., Podsakoff, N.P. and Lee, J.-Y. (2003) Common method biases in behavioral research: a critical review of the literature and recommended remedies. Journal of Applied Psychology, 88, 879-903. doi: 10.1037/0021-9010.88.5.879
  • Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). London and New York: Routledge Farmer.
  • Rawsthorne, L. J., & Elliot, A. J. (1999). Achievement goals and intrinsic motivation: A meta-analytic review. Personality and Social Psychology Review, 3(4), 326-344.
  • Rodríguez, L., & Cano, F. (2006). The epistemological beliefs, learning approaches and study orchestrations of university students. Studies in Higher Education, 31(5), 617-636.
  • Schumacker, R. E., & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling. New York: Routledge.
  • Seifert, T. L. (1995). Academic goals and emotions: A test of two models. The Journal of Psychology, 129, 543-552.
  • Senko C., Hulleman C.S. and Harackiewicz J.M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist 46, 26–47.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson Education, Inc.
  • Trochim, W. M.,& Donnelly, J. P. (2006). The research methods knowledge base (3. bs.). Cincinnati, OH: Atomic Dog.
  • Tuominen-Soini, H., Salmela-Aro, K. & Niemivirta, M., (2008). Achievement goal orientations and subjective well-being: A person-centered analysis. Learning and Instruction, 18, 251–266.
  • Uztemur, S., Dinc, E., & Acun, I. (2019). The relationships amongst middle school students’ social studies-oriented epistemic beliefs, learning approaches, academic risk taking behaviors and their course success: A structural equation modeling. Hacettepe University Journal of Education. Advance online publication. doi: 10.16986/HUJE.2019049985
  • Vrugt, A., & Oort, F. J. (2008). Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement. Metacognition and Learning, 3(2), 123-146.
  • Vandewalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57(6), 995–1015. https://doi.org/10.1177/0013164497057006009
  • Weeks, J. W., Rodebaugh, T. L., Heimberg, R. G., Norton, P. J., & Jakatdar, T. A. (2009). To avoid evaluation, withdraw: Fears of evaluation and depressive cognitions lead to social anxiety and submissive withdrawal. Cognitive Therapy and Research, 33(4), 375-389. https://doi.org/10.1007/s10608-008-9203-0
  • Wolters, C., Yu, S. & Pintrich, P. (1996). The relation betwe¬en goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211-238.
  • Zhou, M. Adesope O.O., Winne P.H., & Nesbit J.C. (2019). Relations of multivariate goal profiles to motivation, epistemic beliefs and achievement. Journal of Pacific Rim Psychology, 13, e1. https://doi.org/10.1017/prp.2018.28

Achievement Goals and Learning Approaches in the Context of Social Studies Teaching: Comparative Analysis of 3x2 and 2x2 Models

Year 2020, Volume: 7 Issue: 2, 1 - 18, 01.08.2020
https://doi.org/10.17275/per.20.16.7.2

Abstract

This paper aims to determine the predictive relationships between achievement goals and learning approaches in the context of social studies teaching and to compare the goal orientation models ( 3x2, 2x2 ) in the context of their relationships with learning approaches. The study utilized the multi-factorial predictive correlational design. The study sample consists of 259 middle school students, who were selected by simple random sampling technique, studying in public schools in the central districts of Manisa, a province in the west of Turkey, in the 2018-2019. academic year. The data were collected by means of “ Social Studies Oriented Achievement Goal Scale” and “Social Studies Learning Approaches Scale ”. The study concludes that learning achievement goals positively predict deep learning approaches but negatively predict surface learning approaches. Also, performance-goal orientation negatively predicts deep learning approaches but positively predicts surface learning approaches. Compared to the 3x2 model, the 2x2 achievement goal model showed a better fit with the data in explaining the relationships between achievement goals and learning approaches. Findings revealed the complex structure of achievement goals specific to the subject area. The results of the research were discussed in the context of the effects of achievement goals on the learning process.

References

  • Agbuga, B. (2014). 3x2 başarı hedef modeli ölçeğinin Türk lisans öğrencileri için geçerlik ve güvenirlik çalışması [Validity and reliability of 3 x 2 achievement goal model scale in turkish undergraduate students]. Hacettepe Journal of Sport Sciences, 25(3), 109–117.
  • Akbulut, C. K., & Uzuntiryaki-Kondakci, E. (2019). Turkish Adaptation of the 3 x 2 Goal Orientation Scale. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 839-866. 10.14686/buefad.517750
  • Akin, A. (2006). 2x2 başarı yönelimleri ölçeği: geçerlik ve güvenirlik çalışması [The validity and reliability study of 2x2 achievement goal orientations scale]. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 12, 1-13.
  • Akin, A. & Arslan, S. (2014). The relationships between achievement goal orientations and grit. Eğitim ve Bilim, 39(175), 267-274.
  • Arslan, S. & Akin, A. (2015). 2x2 başarı yönelimleri ölçeği (revize formu): geçerlik ve güvenirlik çalışması [The validity and reliability study of 2x2 achievement goal orientations scale (revised form)]. Sakarya University Journal of Education, 5(1),7-15.
  • Ames, C., (1992). Classrooms: goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
  • Ames, C., & Ames, R. (1981). Competitive versus individualistic goal structures: The salience of past performance information for causal attributions and affect. Journal of Educational Psychology, 73(3), 411.
  • Ames, C., & Archer, J., (1988). Achievement goals in the classroom: Student learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
  • Archer, J. (1994). Achievement goals as a measure of motivation in university students. Contemporary Educational Psychology, 19, 430-446.
  • Beckwith, J. B. (1991). Approaches to learning, their context and relationship to assessment performance. Higher education, 22(1), 17-30.
  • Biggs, J. (1999). Teaching for quality learning at university. London: Open University Press.
  • Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor study process questionnaire: RSPQ2F. British Journal of Educational Psychology, 71, 133–149.
  • Biyikli, C. (2016). Öğrencilerin öğrenme yaklaşımları ile ders çalışma süreleri arasındaki ilişki [The relationship between university students’ approaches to learning and their time spared for studying]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 17(3), 98-119. DOI: 10.17679/iuefd.17345407
  • Blankert T. & Hamstra M.R. (2017). Imagining success: Multiple achievement goals and the effectiveness of imagery. Basic and Applied Social Psychology 39, 60–67.
  • Bulus, M. (2011). Goal orientations, locus of control and academic achievement in prospective teachers: an individual differences perspective. Educational Sciences: Theory and Practice, 11(2), 540-546.
  • Cano, F. (2005). Epistemic beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75, 203–221.
  • Cano, F., & Berbén, A. B. G. (2009). University students' achievement goals and approaches to learning in mathematics. British Journal of Educational Psychology, 79(1), 131-153.
  • Cetin, B., Ilhan, M. & Yilmaz, F. (2014). An investigation of the relationship between the fear of receiving negative criticism and of taking academic risk through canonical correlation analysis. Educational Sciences: Theory and Practice, 14(1), 146-158. doi: 10.12738/estp.2014.1.1616
  • Chan, D.W. (2008). Goal orientations and achievement among Chinese gifted students in Hong Kong. High Ability Studies, 19(1), 37–51.
  • Chan, K. W. (2003). Hong Kong teacher education students' epistemic beliefs and approaches to learning. Research in Education, 69, 36-50.
  • Chen, A. (2001). A theoretical conceptualization for motivation research in physical education: An integrated perspective. Quest, 53, 35-38.
  • Church, M., Elliot, A..J. & Gable, S. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43-54.
  • Cuthbert, P. F. (2005). The student learning process: learning styles or learning approaches. Teaching in Higher education, 10(2), 235-249.
  • Dinc, E., & Uztemur, S. (2017). Investigating student teachers’ conceptions of social studies through the multi-dimensional structure of the epistemological beliefs. Educational Sciences: Theory & Practice, 17, 2093–2142. http://dx.doi.org/10.12738/estp.2017.6.0429
  • Diseth, A., & Kobbeltvedt, T. (2010). A mediation analysis of achievement motives, goals, learning strategies, and academic achievement. British Journal of Educational Psychology, 80, 671-687. doi:10.1348/000709910X492432
  • Duman, G., & Eren, A. (2014). Öğretmen adaylarının başarı amaçları, öğrenme stratejileri ve derslere katılımları: bir arabuluculuk analizi [Prospective teachers’ achievement goals, learning strategies and engagement in lessons: a mediation analysis]. Kastamonu Eğitim Dergisi, 23(3), 1047-1064.
  • Dweck. C. S. & Leggett. E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
  • Ekinci, N. (2009). Üniversite öğrencilerinin öğrenme yaklaşımları [Learning approaches of university students]. Eğitim ve Bilim, 34(151), 74-88.
  • Elliot, A. J. (1999). Approach and avoidance motivation and ac¬hievement goals. Educational Psychologist, 34, 169–189.
  • Elliot A.J. & Church, M.A. (1997). A hierarchical model of app¬roach and avoidance achievement motivation. Journal of Perso¬nality and Social Psychology, 72, 218-232.
  • Elliot, A. J. & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
  • Elliot A. & McGregor H. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519.
  • Elliot, A.J., Murayama, K., & Pekrun, R. (2011). A 3 x 2 achievement goal model. Journal of Educational Psychology, 103, 632-648.
  • Entwistle, N., & McCune, V. (2004). The conceptual bases of study strategy inventories. Educational Psychology Review, 16(4), 325-345.
  • Eren, A. (2008). Üniversite öğrencilerinin başarı amaçları ve zihinsel zaman yolculuğu becerileri [University students' achievement goals and mental time travel skills]. Eğitim Bilimleri ve Uygulama, 7(14), 157–175.
  • Felder, R. M., & Brent, R. (2005). Understanding student differences. Journal Of Engineering Education, 94(1), 57-72.
  • Finney, S. J., Pieper, S. L. & Barron, K. E. (2004). Examining the psychometric properties of the achievement goal questionnaire in a general academic context. Educational and Psychological Measurement, 64, 365−382.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. (8th edt). New York: McGraw-Hill Humanities/Social Sciences/Languages.
  • Genc, G. A. & Goksu, V. (2019). Lise öğrencilerinin başarı hedef yönelimleri ile fizik öğrenmeye yönelik akademik motivasyonlarının çeşitli değişkenler açısından incelenmesi [Investıgatıon of high school students’ achievement goal orientation and their academic motivatıon for physic learning in terms of various variables]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(44), 307-331.
  • Gezer, M., & Sahin, İ. F. (2016). Sosyal bilgiler odaklı başarı yönelimleri ölçeği (SOBYÖ): geçerlik ve güvenirlik çalışması [Social studies oriented achievement goal scale (SOAGS): validity and reliability study]. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 7(2), 335-354.
  • Gezer, M., & Şahin, İ. F. (2017). Sosyal bilgiler öğrenme yaklaşımları ölçeği (SÖYÖ): Geçerlik ve güvenirlik çalışması [Social studies learning approaches scale (söyö): validity and reliability study]. İlköğretim Online, 16(1).
  • Gonçalves T., Niemivirta M. and Lemos M.S. (2017). Identification of students’ multiple achievement and social goal profiles and analysis of their stability and adaptability. Learning and Individual Differences, 54, 149–159.
  • Green, B. A. & Miller, R. B. (1996). Influences on achievement: goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology, 21(2), 181-192.
  • Gutman, L.M. (2005). How student and parent goal orienta¬tions and classroom goal structures influence the math achie¬vement of African Americans during the high school transiti¬on. Personality and Individual Differences, 38(8), 1891-1902.
  • Heyman, G. D., & Dweck, C. S. (1992). Achievement goals and intrinsic motivation: Their relation and their role in adaptive motivation. Motivation and Emotion, 16, 231–247.
  • Ho, I.T. & Hau, K.T. (2008). Academic achievement in the Chinese context: The role of goals, strategies, and effort. Internati¬onal Journal of Psychology, 43(5), 892–897.
  • Houghton, W. (2004). Engineering subject centre guide: Learning and teaching theory for engineering academics. Higher Education Academy Engineering Subject Centre, Loughborough University.
  • Jagacinski, C. M., & Strickland, O. J. (2000). Task and ego orientation the role of goal orientations in anticipated affective reactions to achievement outcomes. Learning and Individual Difference, 12, 189-208.
  • Kadioglu-Akbulut, C. K., & Uzuntiryaki-Kondakci, E. (2019). Turkish adaptation of the 3 x 2 goal orientation scale. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 839-866.
  • Kaplan, A. & Maehr, M. L. (1999). Achievement goals and student well-being. Contemporary Educational Psychology, 24, 330–358.
  • Leary, M.R., & Kowalski, R.M. (1995). Social anxiety. New York: Guilford Publications Inc.
  • Leenknecht, M., Hompus, P., & van der Schaaf, M. (2019). Feedback seeking behaviour in higher education: the association with students’ goal orientation and deep learning approach. Assessment & Evaluation in Higher Education, 44(7), 1069-1078.
  • Limpo, T., & Alves, R. (2017). Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy. Journal of Writing Research, 9(2), 97-125.
  • Licht, M. H. (1995). Multiple regression and correlation (Laurence . G. Grimm ve Paul, R. Yarnold) Reading and understanding multivariate statistics. Washington, D.C.: American Psychological Association.
  • Malhotra, N. K., Kim, S. S., & Patil, A. (2006). Common method variance in IS research: A comparison of alternative approaches and a reanalysis of past research. Management science, 52(12), 1865-1883.
  • Marton, F., & Saljo, R. (1976). On qualitative differences in learning: I-Outcome and process. British Journal of Psychology, 46(4), 4-11.
  • Matos, L., Lens, W. & Vansteenkıste, M. (2007). Achievement goals, learning strategies and language among Peruvian high school students. Psychologica Belgica, 47(1), 51-70.
  • Mayya, S., Rao, A.K. & Ramnarayan, K. (2004). Learning approaches, learning difficulties and academic performance of undergraduate students of physiotherapy. The Internet Journal of Allied Health Sciences and Practice, 2(4), 1-6.
  • Middleton, M. J., & Midgley, C. (1997). Avoiding the demons¬tration of lack of ability: An underexplored aspect of goal the¬ory. Journal of Educational Psychology, 89, 710-718.
  • Midgley, C., Middleton, M. & Kaplan, A. (2001). Performance-approach goals: Good for what, for whom, under what cir¬cumstances, and at what cost?. Journal of Educational Psycho¬logy, 93, 77-86.
  • Ozgungor, S. (2014). Üniversite öğrencilerinde benlik saygısı düzeyine göre kimlik statüleri ile başarı yönelimleri arasındaki ilişki. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 35(1), 33-46.
  • Ozgungor, S., Oral, T. & Karababa, A. (2015). Ergenlerde başarı amaç yönelimleri, cinsiyet ve öğrenim görülen sınıf düzeyinin yaşam doyumunu yordama gücü [The role of goal orientations, gender and class in predicting adolescent’s life satisfaction]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 28(1), 75-95.
  • Pintrich, P. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92 (3), 544-555.
  • Pintrich, P. R., Conley, A. M., & Kempler, T. M. (2003). Current issues in achievement goal theory and research. International Journal of Educational Research, 39, 319-337.
  • Podsakoff, P.M., Mackenzie, S.B., Podsakoff, N.P. and Lee, J.-Y. (2003) Common method biases in behavioral research: a critical review of the literature and recommended remedies. Journal of Applied Psychology, 88, 879-903. doi: 10.1037/0021-9010.88.5.879
  • Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). London and New York: Routledge Farmer.
  • Rawsthorne, L. J., & Elliot, A. J. (1999). Achievement goals and intrinsic motivation: A meta-analytic review. Personality and Social Psychology Review, 3(4), 326-344.
  • Rodríguez, L., & Cano, F. (2006). The epistemological beliefs, learning approaches and study orchestrations of university students. Studies in Higher Education, 31(5), 617-636.
  • Schumacker, R. E., & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling. New York: Routledge.
  • Seifert, T. L. (1995). Academic goals and emotions: A test of two models. The Journal of Psychology, 129, 543-552.
  • Senko C., Hulleman C.S. and Harackiewicz J.M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist 46, 26–47.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson Education, Inc.
  • Trochim, W. M.,& Donnelly, J. P. (2006). The research methods knowledge base (3. bs.). Cincinnati, OH: Atomic Dog.
  • Tuominen-Soini, H., Salmela-Aro, K. & Niemivirta, M., (2008). Achievement goal orientations and subjective well-being: A person-centered analysis. Learning and Instruction, 18, 251–266.
  • Uztemur, S., Dinc, E., & Acun, I. (2019). The relationships amongst middle school students’ social studies-oriented epistemic beliefs, learning approaches, academic risk taking behaviors and their course success: A structural equation modeling. Hacettepe University Journal of Education. Advance online publication. doi: 10.16986/HUJE.2019049985
  • Vrugt, A., & Oort, F. J. (2008). Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement. Metacognition and Learning, 3(2), 123-146.
  • Vandewalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57(6), 995–1015. https://doi.org/10.1177/0013164497057006009
  • Weeks, J. W., Rodebaugh, T. L., Heimberg, R. G., Norton, P. J., & Jakatdar, T. A. (2009). To avoid evaluation, withdraw: Fears of evaluation and depressive cognitions lead to social anxiety and submissive withdrawal. Cognitive Therapy and Research, 33(4), 375-389. https://doi.org/10.1007/s10608-008-9203-0
  • Wolters, C., Yu, S. & Pintrich, P. (1996). The relation betwe¬en goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211-238.
  • Zhou, M. Adesope O.O., Winne P.H., & Nesbit J.C. (2019). Relations of multivariate goal profiles to motivation, epistemic beliefs and achievement. Journal of Pacific Rim Psychology, 13, e1. https://doi.org/10.1017/prp.2018.28
There are 80 citations in total.

Details

Primary Language English
Subjects Educational Psychology
Journal Section Research Articles
Authors

Servet Üztemur 0000-0002-1580-9123

Publication Date August 1, 2020
Acceptance Date February 24, 2020
Published in Issue Year 2020 Volume: 7 Issue: 2

Cite

APA Üztemur, S. (2020). Achievement Goals and Learning Approaches in the Context of Social Studies Teaching: Comparative Analysis of 3x2 and 2x2 Models. Participatory Educational Research, 7(2), 1-18. https://doi.org/10.17275/per.20.16.7.2