THE ROLE OF VALUES AND MOTIVATION SOURCES ON THE ACHIEVEMENT GOALS OF ACADEMICIANS

Year 2018, Volume: 9 Issue: 21, 57 - 72, 29.07.2018

Tuğba Erhan , İlker Hüseyin Çarıkçı , Ali Murat Alparslan

https://doi.org/10.21076/vizyoner.425017

Cited By: 4

Abstract

Individuals strive to achieve or to be better
than others. In this achievement process the individuals tend to choose
different types of achievement orientations which are called mastery and
performance. This study is carried out in order to present which values and
motivation sources of academicians have more priority and how these antecedents
affect the mastery and performance achievement goals of the academicians. A
field survey is conducted on 498 academicians, using the Turkish-adapted
scales. According to the findings of the research, the main motivation sources
of academicians are the need for affiliation and need for cognition,
respectively. Another important finding of the research is mastery-oriented
academicians have the need for cognition as an explanatory motivation source
while performance-oriented academicians have the need for power as an
explanatory motivation source. Finally, one of the striking results of the
research is that the value openness to change reveals performance goals less
when the need for cognition is perceived high. For the academicians that need
high affiliation, the openness to change causes less mastery goals. 

Keywords

Achievement Goals, Mastery Goals, Performance Goals, Schwartz Values, Motivation Sources

AKADEMİSYENLERİN BAŞARI HEDEFLERİ ÜZERİNDE DEĞERLERİNİN VE MOTİVASYON KAYNAKLARININ ROLÜ

Abstract

Bireyler başarmak ya da diğerlerinden daha iyi olmak için çaba
göstermektedir. Bu başarı sürecinde bireyler ustalık ve performans olarak
isimlendirilen farklı başarı yönelim türlerini seçme eğilimi içindedir. Bu
çalışma akademisyenlerde hangi değerlerin ve motivasyon kaynaklarının daha ön
planda olduğunu ve bireye dair bu öncüllerin akademisyenlerdeki ustalık ve performans
başarı hedeflerini nasıl etkilediğini ortaya koymak adına gerçekleştirilmiştir.
498 akademisyen üzerinde, Türkçeye uyumu sağlanmış ölçeklerin kullanıldığı bir
saha araştırması gerçekleştirilmiştir. Araştırmanın bulgularına göre
akademisyenlerin temel motivasyon kaynakları sırasıyla bağlanma ve düşünme
ihtiyacıdır. Araştırmanın diğer önemli bir bulgusu ise ustalık hedefine sahip
olan akademisyenlerin açıklayıcı motivasyon kaynağı en fazla düşünme,
performans hedefine sahip akademisyenlerin ise en fazla güç ihtiyacıdır. Son
olarak araştırmanın diğer çarpıcı bulgusu ise, değişime açıklık değeri; düşük
düşünme ihtiyacında performans hedefini daha az açıklamaktadır. Yüksek bağlanma
ihtiyacı olan akademisyenlerde ise değişime açıklık daha az ustalık hedefine
sebep olmaktadır. 

Keywords

Başarı Hedefleri, Ustalık Hedefleri, Performans Hedefleri, Schwartz Değerler, Motivasyon Kaynakları

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