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Düşünme İhtiyacı – Ustalık Yönelimi- Psikolojik İyi Oluş İlişkisi: Eğitimciler Üzerinde Bir İnceleme

Yıl 2021, Cilt 19, Sayı 42, 969 - 990, 22.10.2021
https://doi.org/10.35408/comuybd.816193

Öz

Bu çalışmada eğitimcilerin psikolojik iyi oluşunda çalışma alanı amaç yönelimlerinin etkisi incelenmektedir. 248 öğretmen ve akademisyen üzerinde anket uygulaması ile yapılan saha araştırmasında öncelikle, Çalışma Alanı Amaç Yönelimleri ölçeğinin uyarlama çalışması gerçekleştirilmiştir. Ustalık yönelimi (yaklaşım/kaçınma) ve performans yönelimi (yaklaşım/kaçınma) olarak 4 boyuttan oluşan amaç yönelimleri ölçek verileri üzerinde AFA ve DFA uygulanmış, kriter geçerliliğini sağlamak için ise başarı ihtiyacı ve düşünme ihtiyacı motivasyon kaynakları ile ilişkiler incelenmiştir. Araştırma bulgularına göre düşünme ihtiyacı, ustalık yönelimi boyutları ile daha yüksek ve anlamlı ilişkilere sahiptir. Bununla birlikte düşünme ihtiyacı psikolojik iyi oluşu anlamlı ve pozitif açıklarken, başarı ihtiyacının psikolojik iyi oluş üzerinde anlamlı bir etkisi yoktur. Son olarak ustalık yaklaşımı boyutunun psikolojik iyi oluş üzerindeki etkisi diğer boyutlara görece yüksek çıkmıştır. Bu bulgular; düşünme ihtiyacı yüksek, zor dahi olsa becerilerini geliştirme çabasında ve yeni bilgi/beceri öğrenme mücadelesinde olup, bunları sadece kişisel gelişimini artırmak için yapan eğitimcilerin, psikolojik iyi oluşlarının daha yüksek olduğunu göstermektedir.

Kaynakça

  • Ağbuğa, B. (2014). 3x2 başarı hedef modeli ölçeğinin Türk lisans öğrencileri için geçerlik ve güvenirlik çalışması. Spor Bilimleri Dergisi, 25(3), 109-117.
  • Alparslan, A. M., Yastıoğlu, S., & Taş, M. A. (2019). Mutlu eden yöneticiler: Pozitif psikoloji bağlamında araştırmalar ve öneriler, İstanbul: Nobel.
  • Ames, C., & Archer, J. (1987). Mothers’ beliefs about the role of ability and effort in school learning. Journal of Educational Psychology, 79(4), 409-414.
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.
  • Antalyalı, Ö. L., & Bolat, Ö. (2017). Öğrenilmiş ihtiyaçlar bağlamında temel motivasyon kaynakları (TMK) ölçeğinin geliştirilmesi, güvenilirlik ve geçerlik analizi. Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17(1), 83-114.
  • Atasoy, V. (2015). The role of achievement goal orientations and interest on metacognitive strategy use of preservice science teachers. Turkish Journal of Education (TURJE), 4(3): 4-15.
  • Baranik, L. E., Barron, K. E., & Finney, S. J. (2007). Measuring goal orientation in a work domain: Construct validity evidence for the 2x2 framework. Educational and Psychological Measurement, 67(4), 697-718.
  • Barron, B. (2000). Achieving coordination in collaborative problem-solving groups. The Journal of the Learning Sciences, 9(4), 403-436.
  • Benita, M., Roth, G., & Deci, E. L. (2014). When are mastery goals more adaptive? It depends on experiences of autonomy support and autonomy. Journal of Educational Psychology, 106(1), 258-267.
  • Butler, R. (2007). Teachers’ achievement goal orientations and associations with teachers’ help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241-252.
  • Carr, A. (2016). Pozitif Psikoloji. Çev. Ümit Şendilek, İstanbul: Kaknüs.
  • Covington, M. V., & Beery, R. (1976). Self-worth and school learning. Holt, Rinehart & Winston.
  • Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584–608.
  • Diener, C. I., & Dweck, C. S. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure. Journal of Personality and Social Psychology, 36(5), 451-462.
  • Diener, E., Wirtz, D., Biswas-Diener, R., Tov, W., Kim-Prieto, C., Choi, D. W., & Oishi, S. (2009). New measures of well-being. In Assessing Well-Being (pp. 247-266). Springer, Dordrecht.
  • Dweck, C. S. (1986). Motivational processes 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.
  • Dykman, B. M. (1998). Integrating cognitive and motivational factors in depression: Initial tests of a goal-orientation approach. Journal of Personality and Social Psychology, 74(1), 139-158.
  • Dysvik, A., & Kuvaas, B. (2010). Exploring the relative and combined influence of mastery-approach goals and work intrinsic motivation on employee turnover intention. Personnel Review, 39(5), 622-638.
  • Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169-189.
  • Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12.
  • Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232.
  • Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461-475.
  • Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13(2), 139-156.
  • Elliot, A. J., Shell, M. M., Henry, K. B., & Maier, M. A. (2005). Achievement goals, performance contingencies, and performance attainment: An experimental test. Journal of Educational Psychology, 97(4), 630-640.
  • Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3x2 achievement goal model. Journal of Educational Psychology, 103(3), 632-648.
  • Hefferon, K., & Boniwell, I. (2014). Pozitif psikoloji: Kuram, araştırma ve uygulamalar, McGraw Hill, Çev. Tayfun Doğan, İstanbul: Nobel.
  • Humborstad, S. I. W., Nerstad, C. G., & Dysvik, A. (2014). Empowering leadership, employee goal orientations and work performance: A competing hypothesis approach. Personnel Review, 43(2), 246-271.
  • Izadikhah, Z., Jackson, C. J., & Loxton, N. (2010). An integrative approach to personality: Behavioural Approach System, mastery approach orientation and environmental cues in the prediction of work performance. Personality and Individual Differences, 48(5), 590-595.
  • Janke, S., Bardach, L., Oczlon, S., & Lüftenegger, M. (2019). Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers’ achievement goal orientations. Teaching and Teacher Education, 83, 1-11.
  • Janssen, O., & Van Yperen N. W. (2004). Employees’ goal orientations, the quality of leader-member exchange, and the outcomes of job performance and job satisfaction. Academy of Management Journal, 47(3), 368–384.
  • Kaplan, A., & Maehr, M. L. (1999). Achievement goals and student well-being. Contemporary Educational Psychology, 24, 330-358.
  • King, L. A., & Napa, C. K. (1998). What makes a life good?. Journal of Personality and Social Psychology, 75(1), 156-165.
  • Kopperud, K. H., & Vitters, J. (2008) Distinctions between hedonic and eudaimonic well-being: Results from a day reconstruction study among Norwegian jobholders. The Journal of Positive Psychology, 3(3), 174-181.
  • Koydemir, S., & Bulgan, G. (2017). Mutluluk 2.0. Ankara: Elma.
  • Malmberg, L-E. (2006). Goal-orientation and teacher motivation among teacher applicants and student teachers. Teaching and Teacher Education, 22(1), 58-76.
  • Martin, A. (2002). Motivation and academic resilience: Developing a model for student enhancement. Australian Journal of Education, 46(1), 34-49.
  • Meece, J. L., & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of Educational Psychology, 85(4), 582-590.
  • Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346.
  • Parker, P. D. Martin, A. J., Colmar, S., & Liem, G. A. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28(4), 503-513.
  • Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555.
  • Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719-727.
  • Stout, J. G., & Dasgupta, N. (2013). Mastering one’s destiny: Mastery goals promote challenge and success despite social identity threat. Personality and Social Psychology Bulletin, 39(6), 748-762.
  • Telef, B. (2013). Psikolojik iyi oluş ölçeği: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(3), 374-384.
  • Thompson, T. (2004). Failure-avoidance: Parenting, the achievement environment of the home and strategies for reduction. Learning and Instruction, 14(1), 3-26.
  • Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2008). Achievement goal orientations and subjective well-being: A person-centred analysis. Learning and Instruction, 18(3), 251-266.
  • Uy, M. A., Sun, S., & Foo, M. (2017). Affect spin, entrepreneurs' well-being, and venture goal progress: The moderating role of goal orientation. Journal of Business Venturing, 32(4), 443-460.
  • Yerdelen, S., & Padır, M. A. (2017). Öğretmenler için 3x2 başarı yönelimi ölçeğinin Türkçeye uyarlanması: Geçerlilik-güvenirlik çalışması. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 6(3): 1027-1039.

Düşünme İhtiyacı – Ustalık Yönelimi- Psikolojik İyi Oluş İlişkisi: Eğitimciler Üzerinde Bir İnceleme

Yıl 2021, Cilt 19, Sayı 42, 969 - 990, 22.10.2021
https://doi.org/10.35408/comuybd.816193

Öz

Kaynakça

  • Ağbuğa, B. (2014). 3x2 başarı hedef modeli ölçeğinin Türk lisans öğrencileri için geçerlik ve güvenirlik çalışması. Spor Bilimleri Dergisi, 25(3), 109-117.
  • Alparslan, A. M., Yastıoğlu, S., & Taş, M. A. (2019). Mutlu eden yöneticiler: Pozitif psikoloji bağlamında araştırmalar ve öneriler, İstanbul: Nobel.
  • Ames, C., & Archer, J. (1987). Mothers’ beliefs about the role of ability and effort in school learning. Journal of Educational Psychology, 79(4), 409-414.
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.
  • Antalyalı, Ö. L., & Bolat, Ö. (2017). Öğrenilmiş ihtiyaçlar bağlamında temel motivasyon kaynakları (TMK) ölçeğinin geliştirilmesi, güvenilirlik ve geçerlik analizi. Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17(1), 83-114.
  • Atasoy, V. (2015). The role of achievement goal orientations and interest on metacognitive strategy use of preservice science teachers. Turkish Journal of Education (TURJE), 4(3): 4-15.
  • Baranik, L. E., Barron, K. E., & Finney, S. J. (2007). Measuring goal orientation in a work domain: Construct validity evidence for the 2x2 framework. Educational and Psychological Measurement, 67(4), 697-718.
  • Barron, B. (2000). Achieving coordination in collaborative problem-solving groups. The Journal of the Learning Sciences, 9(4), 403-436.
  • Benita, M., Roth, G., & Deci, E. L. (2014). When are mastery goals more adaptive? It depends on experiences of autonomy support and autonomy. Journal of Educational Psychology, 106(1), 258-267.
  • Butler, R. (2007). Teachers’ achievement goal orientations and associations with teachers’ help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241-252.
  • Carr, A. (2016). Pozitif Psikoloji. Çev. Ümit Şendilek, İstanbul: Kaknüs.
  • Covington, M. V., & Beery, R. (1976). Self-worth and school learning. Holt, Rinehart & Winston.
  • Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584–608.
  • Diener, C. I., & Dweck, C. S. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure. Journal of Personality and Social Psychology, 36(5), 451-462.
  • Diener, E., Wirtz, D., Biswas-Diener, R., Tov, W., Kim-Prieto, C., Choi, D. W., & Oishi, S. (2009). New measures of well-being. In Assessing Well-Being (pp. 247-266). Springer, Dordrecht.
  • Dweck, C. S. (1986). Motivational processes 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.
  • Dykman, B. M. (1998). Integrating cognitive and motivational factors in depression: Initial tests of a goal-orientation approach. Journal of Personality and Social Psychology, 74(1), 139-158.
  • Dysvik, A., & Kuvaas, B. (2010). Exploring the relative and combined influence of mastery-approach goals and work intrinsic motivation on employee turnover intention. Personnel Review, 39(5), 622-638.
  • Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169-189.
  • Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12.
  • Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232.
  • Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461-475.
  • Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13(2), 139-156.
  • Elliot, A. J., Shell, M. M., Henry, K. B., & Maier, M. A. (2005). Achievement goals, performance contingencies, and performance attainment: An experimental test. Journal of Educational Psychology, 97(4), 630-640.
  • Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3x2 achievement goal model. Journal of Educational Psychology, 103(3), 632-648.
  • Hefferon, K., & Boniwell, I. (2014). Pozitif psikoloji: Kuram, araştırma ve uygulamalar, McGraw Hill, Çev. Tayfun Doğan, İstanbul: Nobel.
  • Humborstad, S. I. W., Nerstad, C. G., & Dysvik, A. (2014). Empowering leadership, employee goal orientations and work performance: A competing hypothesis approach. Personnel Review, 43(2), 246-271.
  • Izadikhah, Z., Jackson, C. J., & Loxton, N. (2010). An integrative approach to personality: Behavioural Approach System, mastery approach orientation and environmental cues in the prediction of work performance. Personality and Individual Differences, 48(5), 590-595.
  • Janke, S., Bardach, L., Oczlon, S., & Lüftenegger, M. (2019). Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers’ achievement goal orientations. Teaching and Teacher Education, 83, 1-11.
  • Janssen, O., & Van Yperen N. W. (2004). Employees’ goal orientations, the quality of leader-member exchange, and the outcomes of job performance and job satisfaction. Academy of Management Journal, 47(3), 368–384.
  • Kaplan, A., & Maehr, M. L. (1999). Achievement goals and student well-being. Contemporary Educational Psychology, 24, 330-358.
  • King, L. A., & Napa, C. K. (1998). What makes a life good?. Journal of Personality and Social Psychology, 75(1), 156-165.
  • Kopperud, K. H., & Vitters, J. (2008) Distinctions between hedonic and eudaimonic well-being: Results from a day reconstruction study among Norwegian jobholders. The Journal of Positive Psychology, 3(3), 174-181.
  • Koydemir, S., & Bulgan, G. (2017). Mutluluk 2.0. Ankara: Elma.
  • Malmberg, L-E. (2006). Goal-orientation and teacher motivation among teacher applicants and student teachers. Teaching and Teacher Education, 22(1), 58-76.
  • Martin, A. (2002). Motivation and academic resilience: Developing a model for student enhancement. Australian Journal of Education, 46(1), 34-49.
  • Meece, J. L., & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of Educational Psychology, 85(4), 582-590.
  • Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346.
  • Parker, P. D. Martin, A. J., Colmar, S., & Liem, G. A. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28(4), 503-513.
  • Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555.
  • Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719-727.
  • Stout, J. G., & Dasgupta, N. (2013). Mastering one’s destiny: Mastery goals promote challenge and success despite social identity threat. Personality and Social Psychology Bulletin, 39(6), 748-762.
  • Telef, B. (2013). Psikolojik iyi oluş ölçeği: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(3), 374-384.
  • Thompson, T. (2004). Failure-avoidance: Parenting, the achievement environment of the home and strategies for reduction. Learning and Instruction, 14(1), 3-26.
  • Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2008). Achievement goal orientations and subjective well-being: A person-centred analysis. Learning and Instruction, 18(3), 251-266.
  • Uy, M. A., Sun, S., & Foo, M. (2017). Affect spin, entrepreneurs' well-being, and venture goal progress: The moderating role of goal orientation. Journal of Business Venturing, 32(4), 443-460.
  • Yerdelen, S., & Padır, M. A. (2017). Öğretmenler için 3x2 başarı yönelimi ölçeğinin Türkçeye uyarlanması: Geçerlilik-güvenirlik çalışması. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 6(3): 1027-1039.

Ayrıntılar

Birincil Dil Türkçe
Konular Sosyal
Bölüm Araştırma Makalesi
Yazarlar

Ali ALPARSLAN
MEHMET AKİF ERSOY ÜNİVERSİTESİ
0000-0002-1682-4202
Türkiye


Ahmet Sait ÖZKUL
SÜLEYMAN DEMİREL ÜNİVERSİTESİ
0000-0001-8858-4685
Türkiye


Tuğba ERHAN (Sorumlu Yazar)
Süleyman Demirel Üniversitesi
0000-0002-5697-490X
Türkiye

Yayımlanma Tarihi 22 Ekim 2021
Başvuru Tarihi 26 Ekim 2020
Yayınlandığı Sayı Yıl 2021, Cilt 19, Sayı 42

Kaynak Göster

APA Alparslan, A. , Özkul, A. S. & Erhan, T. (2021). Düşünme İhtiyacı – Ustalık Yönelimi- Psikolojik İyi Oluş İlişkisi: Eğitimciler Üzerinde Bir İnceleme . Yönetim Bilimleri Dergisi , 19 (42) , 969-990 . DOI: 10.35408/comuybd.816193