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Predicting Candidate Psychological Counselors’ Goal Orientations As Related to Several Variables

Year 2013, Volume: 4 Issue: 39, 95 - 105, 20.05.2013

Abstract

The purpose of this research was to determine the degree to which Psychological Counseling and Guidance Department students’ self-perception, belief in their self-efficacy and ways of coping with stress predict their types of goal orientation. Another aim of the study was to determine whether types of goal orientation vary by gender and class year. The study group consisted of 328 students, 228 female and 100 male students. The 2x2 Achievement Goals Orientation Scale, Social Comparison Scale, Coping with Stress Scale, Self-Efficacy Scale and Personal Information Form were used as data collection tools. Examination of the data obtained showed that self-perception, self-efficacy, seeking social support, problem-focused coping and avoidance accounted for 37 % of total learning approach orientation variance, learning avoidance orientation accounted for 5 % of total variance, performance orientation accounted for 9 % of total variance and performance avoidance orientation accounted for 22 % of total variance. We also determined that learning avoidance goal orientation type varied according to gender, and learning approach and learning avoidance varied according to class year. The findings are discussed in the light of the literature and suggestions for future research are proposed.

References

  • Dweck, C.S. (1986). Motivational process affecting learning. American Psychologist, 41(10), 1040-1048.
  • Dweck, C.S. & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
  • Elias, S. M. & Loomis, R. J. (2000). Using an academic self- efficacy scale to address university major persistence. Journal of College Student Development, 41, 450-454.
  • Elliot, A. J. (1997). Integrating the “classic” and “contemporary” approaches to achievement motivation: A hierarcial model of approach and avoidance achievement motivation. M.L. Maehr ve P.R. Pintrich (Eds.), Advances in motivation and achievement içinde (pp.143-179). Greenwich, CT: JAI Press.
  • Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
  • Elliot, A.J. & Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
  • Elliot, A.J. & Covington, M.V. (2001). Approach and avoidance motivation. Educational Psychology Review, 13, 73-92.
  • Elliot, A.J. & Harackiewicz, J.M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediation analysis. Journal of Personality and Social Psychology, 70, 461-475.
  • Elliot, A.J. & McGregor, H. (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519.
  • Ferrari, J.R. (1992). Procrastinators and perfect behavior: An explatory factor analysis of self-presentation, self- awareness, and self-handicapping 2, 21-34. components. Journal of Research in Personality, 26, 75-84.
  • Finney, S.J. & Davis, S.L. (2003). Examining the invariance of the achievement goal questionnaire across gender. Paperpresented at the annual meeting of the American Educational Research Association, Chicago: USA.
  • Gözüm, S. ve Aksayan, S. (1999). Öz-etkililik-yeterlik ölçeğinin Türkçe formunun güvenirlik ve geçerliliği. Atatürk Üniversitesi Hemşirelik Yüksek Okulu Dergisi, 2, 21-34.
  • 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 Differences, 12, 189-208.
  • Josephs, R.A., Bosson, J.K. & Jacobs, C.G. (2003). Self- esteem maintenance processes: Why low self-esteem may be resistant to change. Personality and Social Psychology Bulletin, 29(7), 920-933.
  • Lane, J., Lane, A. & Kyprianou. A. (2004). Self-efficacy, self-esteem and their impact on academic performance. Social Behaviour and Personality, 32(3), 247-256.
  • Lazarus, R. S. & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.
  • Lemyre, P., Roberts, G. C. & Ommundsen, Y. (2002). Achievement goal orientations, perceived ability, and sportspersonship in youth soccer. Journal of Applied Sport Psychology, 14, 120–136.
  • Maehr, M.L. (1989). Thoughts about motivation. In C. Ames & R. Ames (Eds.), Research on motivation in education: Vol.3. Goals and cognitions (pp. 299-315). New York: AcademicPress.
  • Meece, J.L., Blumenfield, P.C. & Hoyle, R.H. (1988). Students’ goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
  • Meece, J.L. & Holt, K. (1993). A pattern analysis of students’ achievement goals. Journal of Educational Psychology, 85, 582-590.
  • Middleton, M. & Midgley, C. (1997). Avoiding the demonstration of lack of ability. An under-explored aspect of goal theory. Journal of Educational Psychology, 89, 710-718.
  • Newman, R.S. (1998). Student’s help seeking during problem solving: Influences of personal and achievement goals. Journal of Educational Psychology, 90, 644-658.
  • Nicholls, J.G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
  • Pajares, F. & Cheong, Y.F. (2003). Achievement goal orientations in writing: A developmental perspective. International Journal of Educational Research, 39, 437-455.
  • Pintrich, P.R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104.
  • Pintrich, P.R. & Schunck, D.H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Prentice Hall.
  • Roeser, R., Midgley, C. &Urdan, T. (1996). Perceptions of the school psychological climate and early adolescents’ self-appraisals and academic engagement. Journal of Educational Psychology, 88, 408-422.
  • Sherer, M., Maddux, J., Mercandante, B., Prentice-Dunn, S., Jacobs, B. & Rogers, R. (1982). The self efficacy scale: Construction and validation. Psychological Reports, 51, 663-671.
  • Şahin, N.H. ve Şahin, N. (1997). Sosyal Karşılaştırma Ölçeği. I. Savaşır ve N.H. Şahin (Ed.). Bilişsel- davranışçı terapi değerlendirme: Sık kullanılan ölçekler içinde (ss. 110-113). Ankara: Türk Psikologlar Derneği Yayınları.
  • Tan, J.A. & Hall, R.J. (2005). The effects of social desirability bias on applied measures of goal orientation. Personality and Individual Differences, 38, 1891-1902.
  • Tanaka, A. & Ysmauchi, H. (2001). A model for achievement motives, goal orientations, intrinsic interest, and academic achievement. Psychological Reports, 88, 123−135.
  • Turner, J. C., Thorpe, P. K. & Meyer, D.K. (1998). Students’ reports of motivation and negative affect: A theoretical and empirical analysis. Journal of Educational Psychology, 90, 758-771.
  • Türküm, A.S. (2002). Stresle başa çıkma ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 2(18), 25-34.
  • Urdan, T. (1997). Achievement goals and the orientation of friends toward school in early adolescence. Contemporary Educational Psychology, 22, 165-191.
  • Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology, 82, 616-622.
  • Turkish Psychological Counseling and Guidance Journal / 2013, 4 (39)

Psikolojik Danışman Adaylarının Başarı Yönelimlerinin Bazı Değişkenlere Göre Yordanması

Year 2013, Volume: 4 Issue: 39, 95 - 105, 20.05.2013

Abstract

Bu araştırmanın amacı, Psikolojik Danışma ve Rehberlik bölümü öğrencilerinin kendilik algısı, öz-yeterlik inançları ve stresle başa çıkma tarzlarının başarı yönelimi biçimlerini ne derece yordadığını belirlemektir. Ayrıca başarı yönelimi biçimlerinin cinsiyete ve sınıf düzeyine göre farklılaşıp farklılaşmadığını belirlemek de araştırmanın diğer amaçlarıdır. Araştırmanın çalışma grubunu 228’i kız, 100’ü erkek toplam 328 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak 2x2 Başarı Yönelimleri Ölçeği, Sosyal Karşılaştırma Ölçeği, Stresle Başa Çıkma Ölçeği, Öz Etkililik Yeterlik Ölçeği ve Kişisel Bilgi Formu kullanılmıştır. Araştırmadan elde edilen bulgular incelendiğinde, kendilik algısı, öz-yeterlik, sosyal destek arama, problem odaklı başa çıkma ve kaçınma öğrenme yaklaşma yönelimi toplam varyansın % 37’sini, öğrenme kaçınma yönelimi toplam varyansın % 5’ini, performans yaklaşma yönelimi toplam varyansın % 9’unu ve performans kaçınma yönelimi toplam varyansın % 22’sini açıkladığı görülmüştür. Ayrıca başarı yönelimi biçimlerinden öğrenme kaçınma yöneliminin cinsiyete göre, öğrenme yaklaşma ve öğrenme kaçınma yönelimlerinin ise sınıf düzeyine göre farklılaştığı tespit edilmiştir. Bulgular literatür ışığında tartışılmış ve ileride yapılacak araştırmalara yönelik önerilerde bulunulmuştur.

References

  • Dweck, C.S. (1986). Motivational process affecting learning. American Psychologist, 41(10), 1040-1048.
  • Dweck, C.S. & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
  • Elias, S. M. & Loomis, R. J. (2000). Using an academic self- efficacy scale to address university major persistence. Journal of College Student Development, 41, 450-454.
  • Elliot, A. J. (1997). Integrating the “classic” and “contemporary” approaches to achievement motivation: A hierarcial model of approach and avoidance achievement motivation. M.L. Maehr ve P.R. Pintrich (Eds.), Advances in motivation and achievement içinde (pp.143-179). Greenwich, CT: JAI Press.
  • Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
  • Elliot, A.J. & Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
  • Elliot, A.J. & Covington, M.V. (2001). Approach and avoidance motivation. Educational Psychology Review, 13, 73-92.
  • Elliot, A.J. & Harackiewicz, J.M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediation analysis. Journal of Personality and Social Psychology, 70, 461-475.
  • Elliot, A.J. & McGregor, H. (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519.
  • Ferrari, J.R. (1992). Procrastinators and perfect behavior: An explatory factor analysis of self-presentation, self- awareness, and self-handicapping 2, 21-34. components. Journal of Research in Personality, 26, 75-84.
  • Finney, S.J. & Davis, S.L. (2003). Examining the invariance of the achievement goal questionnaire across gender. Paperpresented at the annual meeting of the American Educational Research Association, Chicago: USA.
  • Gözüm, S. ve Aksayan, S. (1999). Öz-etkililik-yeterlik ölçeğinin Türkçe formunun güvenirlik ve geçerliliği. Atatürk Üniversitesi Hemşirelik Yüksek Okulu Dergisi, 2, 21-34.
  • 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 Differences, 12, 189-208.
  • Josephs, R.A., Bosson, J.K. & Jacobs, C.G. (2003). Self- esteem maintenance processes: Why low self-esteem may be resistant to change. Personality and Social Psychology Bulletin, 29(7), 920-933.
  • Lane, J., Lane, A. & Kyprianou. A. (2004). Self-efficacy, self-esteem and their impact on academic performance. Social Behaviour and Personality, 32(3), 247-256.
  • Lazarus, R. S. & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.
  • Lemyre, P., Roberts, G. C. & Ommundsen, Y. (2002). Achievement goal orientations, perceived ability, and sportspersonship in youth soccer. Journal of Applied Sport Psychology, 14, 120–136.
  • Maehr, M.L. (1989). Thoughts about motivation. In C. Ames & R. Ames (Eds.), Research on motivation in education: Vol.3. Goals and cognitions (pp. 299-315). New York: AcademicPress.
  • Meece, J.L., Blumenfield, P.C. & Hoyle, R.H. (1988). Students’ goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
  • Meece, J.L. & Holt, K. (1993). A pattern analysis of students’ achievement goals. Journal of Educational Psychology, 85, 582-590.
  • Middleton, M. & Midgley, C. (1997). Avoiding the demonstration of lack of ability. An under-explored aspect of goal theory. Journal of Educational Psychology, 89, 710-718.
  • Newman, R.S. (1998). Student’s help seeking during problem solving: Influences of personal and achievement goals. Journal of Educational Psychology, 90, 644-658.
  • Nicholls, J.G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
  • Pajares, F. & Cheong, Y.F. (2003). Achievement goal orientations in writing: A developmental perspective. International Journal of Educational Research, 39, 437-455.
  • Pintrich, P.R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104.
  • Pintrich, P.R. & Schunck, D.H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Prentice Hall.
  • Roeser, R., Midgley, C. &Urdan, T. (1996). Perceptions of the school psychological climate and early adolescents’ self-appraisals and academic engagement. Journal of Educational Psychology, 88, 408-422.
  • Sherer, M., Maddux, J., Mercandante, B., Prentice-Dunn, S., Jacobs, B. & Rogers, R. (1982). The self efficacy scale: Construction and validation. Psychological Reports, 51, 663-671.
  • Şahin, N.H. ve Şahin, N. (1997). Sosyal Karşılaştırma Ölçeği. I. Savaşır ve N.H. Şahin (Ed.). Bilişsel- davranışçı terapi değerlendirme: Sık kullanılan ölçekler içinde (ss. 110-113). Ankara: Türk Psikologlar Derneği Yayınları.
  • Tan, J.A. & Hall, R.J. (2005). The effects of social desirability bias on applied measures of goal orientation. Personality and Individual Differences, 38, 1891-1902.
  • Tanaka, A. & Ysmauchi, H. (2001). A model for achievement motives, goal orientations, intrinsic interest, and academic achievement. Psychological Reports, 88, 123−135.
  • Turner, J. C., Thorpe, P. K. & Meyer, D.K. (1998). Students’ reports of motivation and negative affect: A theoretical and empirical analysis. Journal of Educational Psychology, 90, 758-771.
  • Türküm, A.S. (2002). Stresle başa çıkma ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 2(18), 25-34.
  • Urdan, T. (1997). Achievement goals and the orientation of friends toward school in early adolescence. Contemporary Educational Psychology, 22, 165-191.
  • Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology, 82, 616-622.
  • Turkish Psychological Counseling and Guidance Journal / 2013, 4 (39)
There are 36 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Hatice Odacı This is me

Çiğdem Çelik This is me

Özkan Çikrıkci This is me

Publication Date May 20, 2013
Published in Issue Year 2013 Volume: 4 Issue: 39

Cite

APA Odacı, H., Çelik, Ç., & Çikrıkci, Ö. (2013). Psikolojik Danışman Adaylarının Başarı Yönelimlerinin Bazı Değişkenlere Göre Yordanması. Turkish Psychological Counseling and Guidance Journal, 4(39), 95-105. https://doi.org/10.17066/pdrd.63298

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