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Beş Faktör Kişilik Özellikleri İle Akademik Güdülenme İlişkisi: Süleyman Demirel Üniversitesi Isparta Meslek Yüksekokulu Öğrencilerine Yönelik Bir Araştırma

Yıl 2013, Cilt: 18 Sayı: 2, 459 - 480, 01.06.2013

Öz

This research conducted in order to understand the relationships between academic motivations and Big Five Personality Traits of undergratuates who has attended in Süleyman Demirel University, Isparta Vocational School’s Social Programmes. The students who attends the different branches for second year were asked to answer the questionnaire including NEO Five Factor Inventory, Academic Motivations Scale and Demographic questions. The results have revealed that there are important and different structured relations between Big Five Factor Personality Traits and Three Subscales of Academic Motivation Scale (Exploration, Self actualization and using data). Specifially, exploration motive was best explained by Extraversion, using data motive was best explained by Openess to experience and Conscientiousness.Also the results might be useful to harmonize the individual differences about academic motivations which based on personality traits of students and the teaching methods in vocational schools of universities

Kaynakça

  • 1. ALARCON, G.; Eschleman, K.J. ve Bowling, N.A. (2009). “Relationship Between Personality and Burnout: A Meta-Analysis”. Work & Stress, 23(3), 244-263.
  • 2. AYTAÇ, S. (2000). İnsanı Anlama Çabası. Ezgi Kitabevi Yayınları, Bursa, 2000.
  • 3. BIPP, T.; Steinmayr, R. ve Spinath, B. (2008). “Personality and Achievement Motivation: Relationship Among Big Five Domain and Facet Scales, Achievement Goals and Intelligence”. Personality and Individual Differences, 44, 1454-1464.
  • 4. BOUCHARD, G.; Guillemette, A. ve Landry-Leger, N.(2004). “Situational and Dispositional Coping: An Examination of Their Relation to Personality, Cognitive Appraisals and Psychological Distress”. European Journal of Personality, 18, 221-238.
  • 5. BOZANOĞLU, İhsan, (2004). Akademik Güdülenme Ölçeği: Geliştirilmesi, Geçerliliği, Güvenilirliği. Ankara Üniversitesi, Eğitim Bilimleri Fakültesi Dergisi, 37 (2), 83-98.
  • 6. BUSATO, V.V., Prins, F.J., Elshout, J.J. & Hamanker, C. (1999). “The Relation Between Learning Styles, the Big Five Personality Traits and Achievement Motivation in Higher Education”. Personality and Individual Differences, 26, 129-140.
  • 7. BUSATO, V.V., Prins, F.J., Elshout, J.J. & Hamanker, C. (2000). Intellectual Ability, Learning Style, Personality, Achievement Motivation and Academic Success of Psychology Students in Higher Education. Personality and Individual Differences, 29, 1057-1068.
  • 8. CHAMORRO-Premuzic, T. Ve Furnham, A. (2003). “Personality Predict Academic Performance: Evidence From Two Longtitudinal University Samples”. Journal of Research in Personality, 37, 319-338.
  • 9. CLARK, M.H. ve Schroth, C.A. (2010). “Examining Relationships Between Academic Motivation and Personality Among College Students”. Learning and Individual Differences, 20, 19-24.
  • 10. COOPER, C.A.; Golden, L. Ve Socha, A. (2013). “The Big Five Personality Factors and Mass Politics”. Journal of Applied Social Psychology, 43, 68-82.
  • 11. COSTA, P.T. ve McCrae, R.R. (1992). “Four Ways the Five Factors Are Basic.” Personality and Individual Differences, 13, 653-665.
  • 12. COSTA, P.T. ve McCrae, R.R. (1987). “Neuroticism, Somatic Complaints and Disease: Is the Bark Worse than the Bite?”. Journal of Personality, 55, 299-31
  • 13. COSTA, P.T. ve McCrae, R.R. (1992). “Normal Personality Assessment in Clinical Practice the NEO Personality Inventory”. Psychological Assessment, 4(1), 5-13.
  • 14. “DE FRUYT, F., McCrae, R.R., Szirmak, Z. ve Nagy, J. (2004). The Five-Factor Personality Invertory as a Measure of The Five Factor Model: Belgian, American and Hungarian Comparisons with the NEO Personality Inventory- Revised. Assesment, 11, 207-215.
  • 15. DECI, E.L. & Ryan, R. M. (2008). “Facilitating Optimal Motivation and Psychological Well- Being Across Life’s Domains”. Canadian Psychology, 49(1), 14-23.
  • 16. DECI, E.L. & Ryan, R. M. (2000). “Self- Determination Theory and The Facilitation of Intrinsic Motivation, Social Development and Well Being”. American Psychology, 55(1), 68-78.
  • 17. DELONGIS, A.ve Holtzman, S. (2005). “Coping in Context: The Role of Stres, Social Support and Personality in Coping”. 73, 1633-1656
  • 18. DIGMAN, J.M. (1990). “Personality Structure: Emergence of the Five – Factor Model”. Annual Review of Psychology, 41, 417-440.
  • 19. ERDOĞAN, İ. (1994). İşletmelerde Davranış. Beta Basım Yayın Dağıtım, 4. Baskı, İstanbul, 1994.
  • 20. FURNHAM, A. (1996 ). The Big Five Versus The Big Four: The Relationship Between the Myers- Briggs Type Indicator and the NEO-PI Five Factor Model of Personality. Personality and Individual Differences, 21, 303-307.
  • 21. GREEN, J.; Nelson, G.; Martin, A.J. ve Marsh, H. (2006). “The Causal Ordering of Self Concept and Academic Motivation and Its Effect on Academic Achievement”. International Education Journal, 7, 534-546.
  • 22. GOLDBERG, L.R. (1993). “ The Structure of Phenotypic Traits”. American Psychologist, 48(1), 26-34.
  • 23. HEAVEN, P.L. (1990). Attitudinal and Personality Correlates of Achievement Motivation Among High School Students. Personality and Individual Differences, 11, 705-71.
  • 24. KAYIŞ, A., Güvenilirlik Analizi, içinde SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri. Editör Şeref Kalaycı, 2006, Ankara.
  • 25. KANFER, R., Ackermen, P.L. & Heggested, E.D. (1996). Motivational Skills and Self Regulation for Learning: A Trait Perspective. Learning and Individual Differences, 8, 185-204.
  • 26. KOÇEL, T. ( 2007). İşletme Yöneticiliği, Arıkan Yayınları, 11. Baskı, İstanbul.
  • 27. KOMARRAJU M. & Karau S.J. (2005). The Relationship Between The Big Five Personality Traits and Academic Motivation. Personality and Individual Differences, 39, 557-567.
  • 28. KOMARRAJU, M.; Karau, S. Ve Schmeck, R.R. (2009). “Role of the Big Five Personality Traits in Predicting College Students’ Academic Motivation and Achievement”. Learning and Individual Differences, 19, 47-52.
  • 29. KOMARRAJU M.; Karau S.J.; Schmeck, R.R. ve Avdic, A. (2011). “The Big Five Personality Traits Learning Styles and Academic Achievement”. Personality and Individual Differences, 51, 472-477.
  • 30. LINNENBRINK E.A. ve Pintrich, P.R. ( 2002). Motivation as an Enabler For Academic Success. The School Psychology Review, 31, 313-327.
  • 31. MAJOR, D.A.; Turner, J.F ve Fletcher, T.D. (2006). “Linking Proactive Personality and the Big Five to Motivation to Learn and Development Activity”. Journal of Applied Psychology, 91(4), 927-935.
  • 32. MCCRAE, R.R. ve Costa, P.T. Jr. (1997). “Conceptions and Correlates of Openess to Experience”. İçinde R.Hogan, J.A. Johnson ve S.R. Briggs (Editörler), Handbook of Personality Psychology, (ss. 825-847). San Diego: Academic Pres.
  • 33. MCCRAE, R.R. ve John, O.P. (1992). “An Introduction to Five Factor Model and Its Applications”. Journal of Personality, 60, 175-215. 34. KÖKNEL, Özcan. (1985). Kaygıdan Mutluluğa Kişilik, Altın Kitaplar Yayınevi, 12. Basım, İstanbul, 1985.
  • 35. ÖZER, D.J. ve Benet-Martinez, V. (2006). “Personality and the Prediction of Consequential Outcomes”. Annual Review of Psychology, 57, 401-421.
  • 36. ROBERTS, B.W. ve Mroczek, D. (2008). “Personality Trait Change in Adulthood”. Current Directions in Psychological Science, 17(1), 31-34.
  • 37. THOMS, P.; Moore, K.S. ve Scott, K. (1996). “The Relationship Between Self-Efficacy for Participating in Self-Managed Work Groups and the Big Five Personality Dimensions”, Journal of Organizational Behavior, Vol. 17, 349-362.
  • 38. TOSI, H.L. & Mero, N.P. (2003). The Fundamentals Of Organizational Behavior, Blackwell Publishing, USA, 2003.
  • 39. TOSI, H.L., Mero, N.P. & Rizzo, J.R. (2000). Managing Organizational Behavior, Blackwell Business, 4. Basım, USA, 2000.
  • 40. VALLERAND, R., Pellectier, L., Blanis, M., Briere, N., Senecal, C. & Vallieres, F. (1992). The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic and Amotivation in Education. Education and Psychological Measurement, 52, 1003-1017.
  • 41. WATSON, D. Ve Clark, L.A. (1997). “Extraversion and its Positive Emotional Core”. Handbook of Personality Psychology, R. Hogan ve S. Briggs (Editörler). (ss. 767-793), San Diego, CA: Academic Pres.
  • 42. WITT, L.A.; Andrews, M.C. ve Carlson, D.S. (2002). “When Conscientiousness Isn’t Enough: Emotional Exhaustion and Performance Among Call Center Customer Service Representative”, Journal of Management, 30, 149-160
  • 43. ZELLARS, K.L.; Perrew, P.L. ve Hochwarter, W.A. (2000). “Burnout in Health Care: The Role of the Five Factors of Personality”, Journal of Applied Social Psychology, 30(8), 1570-1598.

BEŞ FAKTÖR KİŞİLİK ÖZELLİKLERİ İLE AKADEMİK GÜDÜLENME İLİŞKİSİ: SÜLEYMAN DEMİREL ÜNİVERSİTESİ ISPARTA MESLEK YÜKSEKOKULU ÖĞRENCİLERİNE YÖNELİK BİR ARAŞTIRMA

Yıl 2013, Cilt: 18 Sayı: 2, 459 - 480, 01.06.2013

Öz

Bu çalışma, Süleyman Demirel Üniversitesi, Isparta Meslek Yüksekokulu Sosyal Programları öğrencilerinin akademik güdülenmeleri ile Beş Faktör Kişilik özellikleri arasındaki ilişkiyi anlamak amacıyla gerçekleştirilmiştir. Isparta Meslek Yüksekokulu’nun farklı bölümlerinde ikinci sınıfa devam eden öğrencilerden (N=188) Neo Beş Faktör Envanteri’ni (Neo-FFI), Akademik Güdülenme Ölçeği (AGÖ)’ni ve demografik soruları tamamlamaları istenmiştir. Sonuçlar, Beş Faktör Kişilik özellikleri ve AGÖ’nün üç alt boyutu (keşif, kendini aşma ve bilgiyi kullanma) arasında farklı yapıda önemli ilişkiler açığa çıkarmıştır. Özellikle keşif güdüsü en iyi şekilde dışadönük kişilik özelliği, bilgiyi kullanma güdüsü ise en iyi şekilde deneyime açıklık ve sorumluluk kişilik özellikleri tarafından açıklanmıştır. Sonuçlar özellikle üniversitelerin meslek yüksekokullarında benimsenen ve uygulanan öğretim yöntemleri ile öğrencilerin kişilik özelliklerinden kaynaklanan akademik güdülenmeleri konusunda var olan bireysel farklılıkları uyumlu hale getirme gerekliliği bakımından faydalı olabilecektir

Kaynakça

  • 1. ALARCON, G.; Eschleman, K.J. ve Bowling, N.A. (2009). “Relationship Between Personality and Burnout: A Meta-Analysis”. Work & Stress, 23(3), 244-263.
  • 2. AYTAÇ, S. (2000). İnsanı Anlama Çabası. Ezgi Kitabevi Yayınları, Bursa, 2000.
  • 3. BIPP, T.; Steinmayr, R. ve Spinath, B. (2008). “Personality and Achievement Motivation: Relationship Among Big Five Domain and Facet Scales, Achievement Goals and Intelligence”. Personality and Individual Differences, 44, 1454-1464.
  • 4. BOUCHARD, G.; Guillemette, A. ve Landry-Leger, N.(2004). “Situational and Dispositional Coping: An Examination of Their Relation to Personality, Cognitive Appraisals and Psychological Distress”. European Journal of Personality, 18, 221-238.
  • 5. BOZANOĞLU, İhsan, (2004). Akademik Güdülenme Ölçeği: Geliştirilmesi, Geçerliliği, Güvenilirliği. Ankara Üniversitesi, Eğitim Bilimleri Fakültesi Dergisi, 37 (2), 83-98.
  • 6. BUSATO, V.V., Prins, F.J., Elshout, J.J. & Hamanker, C. (1999). “The Relation Between Learning Styles, the Big Five Personality Traits and Achievement Motivation in Higher Education”. Personality and Individual Differences, 26, 129-140.
  • 7. BUSATO, V.V., Prins, F.J., Elshout, J.J. & Hamanker, C. (2000). Intellectual Ability, Learning Style, Personality, Achievement Motivation and Academic Success of Psychology Students in Higher Education. Personality and Individual Differences, 29, 1057-1068.
  • 8. CHAMORRO-Premuzic, T. Ve Furnham, A. (2003). “Personality Predict Academic Performance: Evidence From Two Longtitudinal University Samples”. Journal of Research in Personality, 37, 319-338.
  • 9. CLARK, M.H. ve Schroth, C.A. (2010). “Examining Relationships Between Academic Motivation and Personality Among College Students”. Learning and Individual Differences, 20, 19-24.
  • 10. COOPER, C.A.; Golden, L. Ve Socha, A. (2013). “The Big Five Personality Factors and Mass Politics”. Journal of Applied Social Psychology, 43, 68-82.
  • 11. COSTA, P.T. ve McCrae, R.R. (1992). “Four Ways the Five Factors Are Basic.” Personality and Individual Differences, 13, 653-665.
  • 12. COSTA, P.T. ve McCrae, R.R. (1987). “Neuroticism, Somatic Complaints and Disease: Is the Bark Worse than the Bite?”. Journal of Personality, 55, 299-31
  • 13. COSTA, P.T. ve McCrae, R.R. (1992). “Normal Personality Assessment in Clinical Practice the NEO Personality Inventory”. Psychological Assessment, 4(1), 5-13.
  • 14. “DE FRUYT, F., McCrae, R.R., Szirmak, Z. ve Nagy, J. (2004). The Five-Factor Personality Invertory as a Measure of The Five Factor Model: Belgian, American and Hungarian Comparisons with the NEO Personality Inventory- Revised. Assesment, 11, 207-215.
  • 15. DECI, E.L. & Ryan, R. M. (2008). “Facilitating Optimal Motivation and Psychological Well- Being Across Life’s Domains”. Canadian Psychology, 49(1), 14-23.
  • 16. DECI, E.L. & Ryan, R. M. (2000). “Self- Determination Theory and The Facilitation of Intrinsic Motivation, Social Development and Well Being”. American Psychology, 55(1), 68-78.
  • 17. DELONGIS, A.ve Holtzman, S. (2005). “Coping in Context: The Role of Stres, Social Support and Personality in Coping”. 73, 1633-1656
  • 18. DIGMAN, J.M. (1990). “Personality Structure: Emergence of the Five – Factor Model”. Annual Review of Psychology, 41, 417-440.
  • 19. ERDOĞAN, İ. (1994). İşletmelerde Davranış. Beta Basım Yayın Dağıtım, 4. Baskı, İstanbul, 1994.
  • 20. FURNHAM, A. (1996 ). The Big Five Versus The Big Four: The Relationship Between the Myers- Briggs Type Indicator and the NEO-PI Five Factor Model of Personality. Personality and Individual Differences, 21, 303-307.
  • 21. GREEN, J.; Nelson, G.; Martin, A.J. ve Marsh, H. (2006). “The Causal Ordering of Self Concept and Academic Motivation and Its Effect on Academic Achievement”. International Education Journal, 7, 534-546.
  • 22. GOLDBERG, L.R. (1993). “ The Structure of Phenotypic Traits”. American Psychologist, 48(1), 26-34.
  • 23. HEAVEN, P.L. (1990). Attitudinal and Personality Correlates of Achievement Motivation Among High School Students. Personality and Individual Differences, 11, 705-71.
  • 24. KAYIŞ, A., Güvenilirlik Analizi, içinde SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri. Editör Şeref Kalaycı, 2006, Ankara.
  • 25. KANFER, R., Ackermen, P.L. & Heggested, E.D. (1996). Motivational Skills and Self Regulation for Learning: A Trait Perspective. Learning and Individual Differences, 8, 185-204.
  • 26. KOÇEL, T. ( 2007). İşletme Yöneticiliği, Arıkan Yayınları, 11. Baskı, İstanbul.
  • 27. KOMARRAJU M. & Karau S.J. (2005). The Relationship Between The Big Five Personality Traits and Academic Motivation. Personality and Individual Differences, 39, 557-567.
  • 28. KOMARRAJU, M.; Karau, S. Ve Schmeck, R.R. (2009). “Role of the Big Five Personality Traits in Predicting College Students’ Academic Motivation and Achievement”. Learning and Individual Differences, 19, 47-52.
  • 29. KOMARRAJU M.; Karau S.J.; Schmeck, R.R. ve Avdic, A. (2011). “The Big Five Personality Traits Learning Styles and Academic Achievement”. Personality and Individual Differences, 51, 472-477.
  • 30. LINNENBRINK E.A. ve Pintrich, P.R. ( 2002). Motivation as an Enabler For Academic Success. The School Psychology Review, 31, 313-327.
  • 31. MAJOR, D.A.; Turner, J.F ve Fletcher, T.D. (2006). “Linking Proactive Personality and the Big Five to Motivation to Learn and Development Activity”. Journal of Applied Psychology, 91(4), 927-935.
  • 32. MCCRAE, R.R. ve Costa, P.T. Jr. (1997). “Conceptions and Correlates of Openess to Experience”. İçinde R.Hogan, J.A. Johnson ve S.R. Briggs (Editörler), Handbook of Personality Psychology, (ss. 825-847). San Diego: Academic Pres.
  • 33. MCCRAE, R.R. ve John, O.P. (1992). “An Introduction to Five Factor Model and Its Applications”. Journal of Personality, 60, 175-215. 34. KÖKNEL, Özcan. (1985). Kaygıdan Mutluluğa Kişilik, Altın Kitaplar Yayınevi, 12. Basım, İstanbul, 1985.
  • 35. ÖZER, D.J. ve Benet-Martinez, V. (2006). “Personality and the Prediction of Consequential Outcomes”. Annual Review of Psychology, 57, 401-421.
  • 36. ROBERTS, B.W. ve Mroczek, D. (2008). “Personality Trait Change in Adulthood”. Current Directions in Psychological Science, 17(1), 31-34.
  • 37. THOMS, P.; Moore, K.S. ve Scott, K. (1996). “The Relationship Between Self-Efficacy for Participating in Self-Managed Work Groups and the Big Five Personality Dimensions”, Journal of Organizational Behavior, Vol. 17, 349-362.
  • 38. TOSI, H.L. & Mero, N.P. (2003). The Fundamentals Of Organizational Behavior, Blackwell Publishing, USA, 2003.
  • 39. TOSI, H.L., Mero, N.P. & Rizzo, J.R. (2000). Managing Organizational Behavior, Blackwell Business, 4. Basım, USA, 2000.
  • 40. VALLERAND, R., Pellectier, L., Blanis, M., Briere, N., Senecal, C. & Vallieres, F. (1992). The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic and Amotivation in Education. Education and Psychological Measurement, 52, 1003-1017.
  • 41. WATSON, D. Ve Clark, L.A. (1997). “Extraversion and its Positive Emotional Core”. Handbook of Personality Psychology, R. Hogan ve S. Briggs (Editörler). (ss. 767-793), San Diego, CA: Academic Pres.
  • 42. WITT, L.A.; Andrews, M.C. ve Carlson, D.S. (2002). “When Conscientiousness Isn’t Enough: Emotional Exhaustion and Performance Among Call Center Customer Service Representative”, Journal of Management, 30, 149-160
  • 43. ZELLARS, K.L.; Perrew, P.L. ve Hochwarter, W.A. (2000). “Burnout in Health Care: The Role of the Five Factors of Personality”, Journal of Applied Social Psychology, 30(8), 1570-1598.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

  Öğr.Gör.Ferhat Bitlisli Bu kişi benim

Okt.mehmet Dinç Bu kişi benim

Öğr.gör.esra Çetinceli Bu kişi benim

Yrd.doç.dr.ümmühan Kaygısız Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 18 Sayı: 2

Kaynak Göster

APA Bitlisli, .Ö., Dinç, O., Çetinceli, Ö., Kaygısız, Y. (2013). BEŞ FAKTÖR KİŞİLİK ÖZELLİKLERİ İLE AKADEMİK GÜDÜLENME İLİŞKİSİ: SÜLEYMAN DEMİREL ÜNİVERSİTESİ ISPARTA MESLEK YÜKSEKOKULU ÖĞRENCİLERİNE YÖNELİK BİR ARAŞTIRMA. Süleyman Demirel Üniversitesi İktisadi Ve İdari Bilimler Fakültesi Dergisi, 18(2), 459-480.