AKADEMİK BAŞARI İLE PSİKOSOSYAL FAKTÖRLER ARASINDAKİ İLİŞKİNİN İNCELENMESİ: PISA 2018 ÖRNEĞİ

Abstract

Akademik başarıyı etkileyen faktörler uzun yıllardır incelenmektedir. Araştırmalar, akademik başarının bilişsel özelliklerin yanı sıra psikolojik ve sosyal faktörlere de bağlı olduğunu göstermektedir. Akademik başarı aynı zamanda çeşitli uluslararası ölçümlere de konu olmaktadır ve dünyanın çok sayıda ülkesinde yaşayan, 15 yaş grubu öğrencilerin değerlendirildiği Uluslararası Öğrenci Değerlendirme Programı (PISA) akademik başarıyı etkileyen psikososyal faktörlere ilişkin zengin bulgular sunmaktadır. Bu çalışmada, PISA 2018’e Türkiye’den katılan öğrencilerin 13 psikososyal faktördeki durumları incelenmiş ve bu faktörlerin akademik başarıya etkisi değerlendirilmiştir. Öncelikle bağımsız değişkenler ve başarı gruplarına dair betimleyici istatistikler sunulmuş, ardından farklılıkların anlamlılığı ve açıklayıcı ilişkiler analiz edilmiştir. Yapılan regresyon analizine göre, seçilen psikososyal faktörlerden hayatın anlamı, başarısızlık korkusu ve iş birlikçi okul ortamının akademik başarı üzerinde anlamlı etkisi bulunmadığından modellere dâhil edilmemiştir. Kalan 10 faktörün akademik başarının %10,7’sini açıkladığı belirlenmiştir. Bulgular alan yazını ışığında tartışılmış ve öneriler sunulmuştur.

Keywords

• PISA 2018
• akademik başarı
• psikososyal faktörler
• PISA Türkiye sonuçları

EXAMINING THE RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND PSYCHOSOCIAL FACTORS: PISA 2018 CASE

Abstract

Factors affecting academic achievement have been studied for years, showing that success depends on not only cognitive, but also psychological and social factors. Academic achievement is also assessed through international evaluations, and the Programme for International Student Assessment (PISA), which evaluates 15-year-old students from numerous countries, provides valuable findings on the psychosocial factors affecting academic performance. This study examined 13 psychosocial factors among Turkish students in PISA 2018 and their impact on achievement. Descriptive statistics for independent variables and achievement groups were presented, followed by analyses of differences and explanatory relationships. Regression analysis revealed that sense of meaning in life, fear of failure, and collaborative school environment had no significant effect and were excluded from the models. The remaining 10 factors explained 10.7% of the variance in academic achievement. Findings were discussed in light of the literature, and recommendations were provided.

Keywords

• PISA 2018
• academic achievement
• psychosocial factors
• Türkiye’s results of PISA

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