Öğretmen adaylarında düşünme stilleri, amaç yönelimleri ve akademik başarı arasındaki yordayıcı ilişkilerin analizi

Year 2016, Volume: 6 Issue: 2, 62 - 71, 01.08.2016

Mustafa Buluş

Abstract

Bu araştırmanın amacı, öğretmen adaylarında düşünme stillerinin amaç yönelimleri ve her iki değişkenin birlikte akademik başarı üzerindeki yordayıcı etkilerini incelemektir. Araştırmaya Pamukkale Üniversitesi Eğitim Fakültesi'nde farklı bölümlerde öğrenim gören 270 öğrenci katılmıştır. Veri toplama araçları olarak Düşünme Stilleri ve Amaç Yönelimleri Ölçekleri ile Kişisel Bilgi Formu kullanılmıştır. Korelasyon analizi sonuçları düşünme stilleri, amaç yönelimleri ve akademik başarı arasında anlamlı ilişkiler olduğunu göstermiştir. Yapılan regresyon analizinde düşünme stillerinin amaç yönelimlerini ve her iki değişkenin birlikte akademik başarıyı anlamlı olarak yordadığı görülmüştür. Bu bağlamda I. Tip düşünme stillerinden hiyerarşik ve liberal stiller öğrenme amaç yöneliminin, yargısal stil ise performans amaç yöneliminin; II. Tip düşünme stillerinden muhafazakar düşünme stili kaçınma amaç yöneliminin anlamlı yordayıcıları olmuştur. Ayrıca, akademik başarının en güçlü yordayıcılarının öğrenme ve kaçınma amaç yönelimleri olduğu bulgulanmıştır. Araştırmada, elde edilen sonuçlar eğitimciler açısından tartışılmış ve önerilerde bulunulmuştur.

Keywords

Akademik başarı, amaç yönelimleri, düşünme stilleri

Predictive Analysis Among Thinking Styles, Goal Orientations and Academic Achievement of Student Teachers

Abstract

The aim of this study was to investigate the predictive power of the student teachers' thinking styles on their goal orientations and the predictive power of both thinking styles and goal orientations on their academic achievement. The participants were 270 undergraduate students studying in different departments of the Faculty of Education at Pamukkale University. Thinking Styles and Goal Orientations Inventories and Demographic Information Sheet were used to gather the data. The results of the correlational analysis show significant relationships among thinking styles, goal orientations and academic achievement. Regression analysis indicates that thinking styles predict goal orientations and goal orientations together with thinking styles predict academic achievement. In that sense, hierarchical and liberal Type I thinking styles are the primary predictors of mastery, judicial Type I thinking style is the primary predictor of performance, conservative Type II thinking style is the primary predictor of avoidance goal orientations and mastery and avoidance goal orientations are the primary predictors of academic achievement. In the study, implications of the findings are discussed and suggestions are given.

Keywords

Thinking styles, goal orientations, academic achievement

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