Year 2015, Volume 12, Issue 30, Pages 98 - 112 2015-07-21

Öğrencilerin İngilizce Öz Yeterlik İnançlarının Algılanan Özerklik Desteği Açısından İncelenmesi/Investigation of Students' Self Efficacy Beliefs in Terms of Perceived Autonomy Support

Sedat Kanadlı [1] , Birsen Bağçeci [2]

210 597

The purpose of this study is to investigate the relationship between students’ English readingwriting, speaking-listening skills, self-efficacy beliefs and perceived autonomy support and to investigate whether there is a meaningful difference between their self-efficacy beliefs based on the levels of perceived autonomy support. The survey research design was used in this study. The study group consisted of 414 freshmen students (198 female and 216 male) who study at the School of Languages at Gaziantep University at the term of 2012-2013 academic year. English Self-Efficacy Beliefs Questionnaire and Learning Climate Questionnaire were used to gather the data. Because the collected data was not normally distributed, Spearman Brown Rank-Order Correlation Test and Kruskal-Wallis H Test were employed to analyze it. As a result of analysis, it was found that there was a significant and positive relationship between students’ English listening-speaking (r= 0.26, p<0.01) and reading-writing (r=0.31, p<0.01) self-efficacy beliefs and perceived autonomy support, and there was a meaningful difference between students’ self efficacy beliefs based on the levels of perceived autonomy support. It was concluded that the autonomy support that the teachers would provide could be an important variable in developing students’ English self efficacy beliefs

Özet

Bu çalışmanın amacı öğrencilerin İngilizce okuma-yazma, dinleme-konuşmaya ilişkin öz yeterlik inançlarının, algıladıkları özerklik desteği ile nasıl bir ilişkisi olduğu ve özerklik desteğinin düzeylerine göre anlamlı bir farklılık gösterip göstermediğini belirlemektir. Bu araştırma ilişkisel tarama modelinde bir çalışmadır. Çalışma grubunu 2012-2013 eğitim-öğretim yılında Gaziantep Üniversitesi Yabancı Diller Meslek Yüksek Okulunda öğrenim gören 414 öğrenci (198 kadın, 216 erkek) oluşturmaktadır. Verilerin toplanmasında İnglizce İle İlgili Öz Yeterlik İnancı Ölçeği ve Öğrenme İklimi Ölçeği kullanılmıştır.Toplanan verilerin normal dağılım özellikleri göstermemesinden dolayı veri analizinde parametrik olmayan testlerden Spearman Brown Sıra Farkları Korelasyon testi ile Kruskal Wallis testi kullanılmıştır. Korelasyon testi sonucu öğrencilerin dinleme-konuşma (r= 0.26, p<0.01) ve okuma-yazma (r=0.31, p<0.01) öz yeterlikleri ile algıladıkları özerklik desteği arasında pozitif yönlü ve anlamlı bir ilişki belirleniştir. Kruskal Walis testi sonucunda  öğrencilerin İngilizce öz yeterliklerinin özerklik desteğinin seviyelerine göre anlamlı faklılık gösterdiği saptanmıştır. İngilizce dersinde öğretmenlerin sağlayacağı özerklik desteğinin öğrencilerin İngilizce öz yeterlik inançlarının geliştirilmesinde önemli bir değişken olabileceği sonucuna varılmıştır.

Abstract

The purpose of this study is to investigate the relationship between students’ English reading-writing, speaking-listening skills, self-efficacy beliefs and perceived autonomy support and to investigate whether there is a meaningful difference between their self-efficacy beliefs based on the levels of perceived autonomy support. The survey research design was used in this study. The study group consisted of 414 freshmen students (198 female and 216 male) who study at the School of Languages at Gaziantep University at the term of 2012-2013 academic year. English Self-Efficacy Beliefs Questionnaire and Learning Climate Questionnaire were used to gather the data. Because the collected data was not normally distributed, Spearman Brown Rank-Order Correlation Test and Kruskal-Wallis H Test were employed to analyze it. As a result of analysis, it was found that there was a significant and positive relationship between students’ English listening-speaking (r= 0.26, p<0.01) and reading-writing (r=0.31, p<0.01) self-efficacy beliefs and perceived autonomy support, and there was a meaningful difference between students’ self efficacy beliefs based on the levels of perceived autonomy support. It was concluded that the autonomy support that the teachers would provide could be an important variable in developing students’ English self efficacybeliefs.


  • Açıkgöz, K. (2000). Etkili Öğrenme ve Öğretme. İzmir: Kanyılmaz Matbaası.
  • Alborzi, M., Jawkar, B. & Khayyer, M.(2011). Study of Motivational Beliefs as a Mediators in a Creativity Model with Regard to Parenting, Schools and Attributional Beliefs in Elementary School Children. http://www.icsei.net/icsei2011. (Erişim Tarihi: 12.12.2014).
  • Bandura, A.(1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change, Psychological Review, 84 (2), 191-215.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
  • Benware, C., & Deci, E. L. (1984). Quality of learning with an active versus passive motivational set. American Educational Research Journal, 21, 755–765.
  • Boggiano, A. K., Flink, C., Shields, A., Seelbach, A., & Barrett, M. (1993). Use of techniques promoting students’ self-determination: Effects of students’ analytic problem-solving skills. Motivation and Emotion, 17, 319–336.
  • Büyüköztürk, Ş.(2005). Sosyal Bilimler İçin Veri Analiz El Kitabı (5.Baskı). Ankara: Pegem A Yayıncılık.
  • Cheng, Yuh-show (2001); “Learners’ Beliefs and Second Language Anxiety”, Concentric: Studies in English Literature and Linguistics, 27 (2), 25-90.
  • Cinkara, E. (2009). Self-efficacy in EFL: Its sources and relationship with success (A case study at Gaziantep University). Unpublisherd Master's Thesis, Gaziantep University Graduate School of Social Sciences, Gaziantep.
  • Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715–730.
  • Çimen, S.(2011). Eğitim Fakültesi Öğrencilerinin İngilizceye Yönelik Tutum, İngilizce kaygısı ve Öz Yeterlik Düzeylerinin İnclenmesi. Yayımlanmamış Yüksek Lisans Tezi, Zonguldak Karaelmas Üniversitesi Sosyal Bilimler Enstitüsü, Zonguldak.
  • Deci, E. L., Schwartz, A., Sheinman, L., ve Ryan, R. M. (1981). An instrument to assess adult’s orientations toward control versus autonomy in children: Reflections on intrinsicmotivation and perceived competence. Journal of Educational Psychology,73,642–650.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and selfdetermination in human behavior. New York, NY: Academic Press.
  • Deci, E.L., Vallerand, R.J., Pelletier, L.G. & Ryan, R.M. (1991). Motivation and Education: The Self Determination Perspective. Educational Psychologist, 26 (3&4), 325-346.
  • Deci, E., Hodges, R., Pierson, L., & Tomassone, J. (1992). Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps. Journal of Learning Disabilities, 25(7), 457-481.
  • Deci, E. L., Eghrari, H., Patrick, B.C., Leone, D. R.(1994). Facilitating internalization: The self-determination perspective. Journal of Personality, 62: 119–142.
  • Dennissen, J. J. A., Zarrett, N. R. and Eccles, J. S. (2007). I like to do it, I'm able, and I know I'm: Longitudinal couplings between domain specific achievement, self-concept, and interest. Child Development, 78:430-447.
  • Dinçer, A., Yeşilyurt, S. & Takkac, M.(2011). The effects of autonomy-supportive climates on EFL Learners’ engagement, achievement and competence in English speaking classrooms. Social and Behaviorial Sciences, 46, 3890-3894.
  • Duman, B. (2007). The effects of self-efficacy beliefs of high school students about English on their English performance due to gender, range and grade. PhD. Dissertation, Yıldız Technical University Graduate School of Social Sciences, İstanbul.
  • Graham, S. ve Weiner, B. (1996). Theories and principles of motivation. In D. Berliner ve R. C.Calfee (Eds.), Handbook of educational psychology (pp. 63-84). New York: Macmillan.
  • Ghonsooly, B. ve Elahi, M. (2010); “Learners’ Self-Efficacy in Reading and Its Relation to Foreign Language Reading Anxiety and Reading Achievement”, Journal of English Language Teaching and Learning, 53 (217), 45-67.
  • Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children’s learning: An experimentaland individual difference investigation. Journal of Personality and Social Psychology, 52, 890–898.
  • Gottfried, A.W., Gottfried, A.E., Cook, C., & Morris, P. (2005). Educational characteristics of adolescents with gifted academic intrinsic motivation: A longitudinal study from school entry through early adulthood. Gifted Child Quarterly, 49, 172–186.
  • Hsieh, Pei-Hsuan (2008); “Why are College Foreign Language Students’ SelfEfficacy, Attitude and Motivation so Different?”, International Education, 38 (1), 75-94.
  • Kalaycı, Ş.(2006). SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri. Ankara: Asil Yayın Dağıtım.
  • Kanadlı, S., & Bağçeci, B.(baskıda). Öğretmenlerin kişiler arası motivasyon stilleri: Öğrenme İklimi Ölçeği’nin Türkçe Versiyonu. Anadolu Üniversitesi Sosyal Bilimler Enstitüsü Dergisi.
  • Koestner, R., Ryan, R. M., Bernieri, F., & Holt, K. (1984). Setting limits on children’s behavior: The differential effects of controlling versus informational styles on intrinsic motivation and creativity. Journal of Personality, 52, 233–248.
  • Lemos, M.S. & Verissimo, L. (2014). The Relationships between Intrinsic Motivation, Extrinsic Motivation, and Achievement, Along Elementary School. Procedia-Social and Behavioral Sciences, 112 (2014), 930-938.
  • -
  • Miserandino, M (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88, 203-214.
  • -
  • Noels, K., Clement, R., & Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review, 57, 424-440. doi:10.3138/cmlr.57.3.424.
  • O’Reilly, E.N. (2014). Correlations among Perceived Autonomy Support,Intrinsic Motivation, and Learning Outcomes in an Intensive Foreign Language Program. Theory and Practice in Language Studies,4 (7), 1313-1318.
  • Pajares, F. (1996). Self-efficacy beliefs in achievement settings. Review of Educational Research, 66, 543-578.
  • Pajares, F. (2003). Self-efficacy during childhood and adolescence: Implications for teachers and parents. In F. Pajares & T. Urdan (Eds.), Self-efficacy and Adolescenc, pp.339-367. Greenwich, CT: Information Age.
  • Pintrich, P. R., ve Schunk, D. H. (1995). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Prentice Hall.
  • Reeve, J. (1998). Autonomy Support as an Interpersonal Motivating Style:Is It Teachable? Contemporary Educational Psychology 23, 312-330.
  • Reeve, J., Bolt, E., Cai, Y. (1999). Autonomy-Supportive Teachers: How They Teach and Motivate Students. Journal of Educational Psychology, 91(3), 537-548.
  • Reeve, J., Jang, H., Carrell, D., Barch, J., & Jeon, S. (2004). Enhancing high school students' engagement by increasing their teachers' autonomy support. Motivation and Emotion, 28, 147–169.
  • Reeve, J.(2006). Teachers as Facilitators: What Autonomy-Supportive Teachers Do and Why Their Students Benefit. The Elementary School Journal, 106 (3), 225-236.
  • Ryan, R. M., Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57: 749-761.
  • Ryan, R.M. (1993). Agency and organization: Intrinsic motivation, autonomy and the self in psychological development. In J. Jacobs (Ed.), Nebraska symposium on motivation (Vol.40, pp.1-56). Lincoln: University of Nebraska Press.
  • Ryan, R.M. & Deci, E.L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25, 54–67.
  • Ryan, R. M., Deci, E. L. (2002). An overview of self-determination theory In E. L. Deci & R. M. Ryan (Eds.): Handbook of self-determination research (pp. 3-33). Rochester, NY: University of Rochester Press.
  • Sheldon, K. M., & Kasser, T. (2001). ‘‘Getting older, getting better’’: Personal strivings and psychological maturity across the life span. Developmental Psychology, 37, 491–501.
  • Sheldon, K. M., Elliott, A. J., Kim, Y., Kasser, T. (2001). What is satisfying about satisfying events? Testing 10 candidate psychological needs. Journal of Personality and Social Psychology, 80, 325-339.
  • Schunk, D. H. (1995). Self-efficacy, motivation, and performance. Journal of Applied Sport Psychology, 7(2), 112-137.
  • Tılfarlıoğlu, F.Y. & Çifçi, F.Ş. (2011). Supporting Self-efficacy and Learner Autonomy in Relation to Academic Success in EFL Classrooms (A Case Study). Theory and Practice in Language Studies, 1 (10), 1284-1294.
  • Tılfarlıoğlu & Cinkara (2009). Self Efficacy in EFL: Differences Among Proficiency Groups and Relationship with Success. Novitas-ROYAL, 3(2), 129-142.
  • Weiner, B. (1990). History of Motivational Research in Education. Journal of Educational Psychology, 82, 616-622.
  • Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161–1176.
  • Yurtseven, N., Alcı, B., & Karataş, H. (2014). Factor Affecting Academic Performance in EFL Context: A Modelling Study. The International Journal of Research in Teacher Education, 5(1), 13-23.
Primary Language tr
Journal Section Araştırma Makaleleri
Authors

Author: Sedat Kanadlı

Author: Birsen Bağçeci

Bibtex @ { mkusbed208842, journal = {Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi}, issn = {1304-429X}, address = {Mustafa Kemal University}, year = {2015}, volume = {12}, pages = {98 - 112}, doi = {}, title = {Öğrencilerin İngilizce Öz Yeterlik İnançlarının Algılanan Özerklik Desteği Açısından İncelenmesi/Investigation of Students' Self Efficacy Beliefs in Terms of Perceived Autonomy Support}, key = {cite}, author = {Kanadlı, Sedat and Bağçeci, Birsen} }
APA Kanadlı, S , Bağçeci, B . (2015). Öğrencilerin İngilizce Öz Yeterlik İnançlarının Algılanan Özerklik Desteği Açısından İncelenmesi/Investigation of Students' Self Efficacy Beliefs in Terms of Perceived Autonomy Support. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12 (30), 98-112. Retrieved from http://dergipark.org.tr/mkusbed/issue/19576/208842
MLA Kanadlı, S , Bağçeci, B . "Öğrencilerin İngilizce Öz Yeterlik İnançlarının Algılanan Özerklik Desteği Açısından İncelenmesi/Investigation of Students' Self Efficacy Beliefs in Terms of Perceived Autonomy Support". Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12 (2015): 98-112 <http://dergipark.org.tr/mkusbed/issue/19576/208842>
Chicago Kanadlı, S , Bağçeci, B . "Öğrencilerin İngilizce Öz Yeterlik İnançlarının Algılanan Özerklik Desteği Açısından İncelenmesi/Investigation of Students' Self Efficacy Beliefs in Terms of Perceived Autonomy Support". Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12 (2015): 98-112
RIS TY - JOUR T1 - Öğrencilerin İngilizce Öz Yeterlik İnançlarının Algılanan Özerklik Desteği Açısından İncelenmesi/Investigation of Students' Self Efficacy Beliefs in Terms of Perceived Autonomy Support AU - Sedat Kanadlı , Birsen Bağçeci Y1 - 2015 PY - 2015 N1 - DO - T2 - Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi JF - Journal JO - JOR SP - 98 EP - 112 VL - 12 IS - 30 SN - 1304-429X- M3 - UR - Y2 - 2019 ER -
EndNote %0 Mustafa Kemal University Journal of Social Sciences Institute Öğrencilerin İngilizce Öz Yeterlik İnançlarının Algılanan Özerklik Desteği Açısından İncelenmesi/Investigation of Students' Self Efficacy Beliefs in Terms of Perceived Autonomy Support %A Sedat Kanadlı , Birsen Bağçeci %T Öğrencilerin İngilizce Öz Yeterlik İnançlarının Algılanan Özerklik Desteği Açısından İncelenmesi/Investigation of Students' Self Efficacy Beliefs in Terms of Perceived Autonomy Support %D 2015 %J Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi %P 1304-429X- %V 12 %N 30 %R %U
ISNAD Kanadlı, Sedat , Bağçeci, Birsen . "Öğrencilerin İngilizce Öz Yeterlik İnançlarının Algılanan Özerklik Desteği Açısından İncelenmesi/Investigation of Students' Self Efficacy Beliefs in Terms of Perceived Autonomy Support". Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12 / 30 (July 2015): 98-112.