Academic locus of control and motivational persistence: structural equation modeling

Öz

The aim of this study is the examination of the relationship between academic locus of control and motivational persistence. For the first time to my knowledge, the relations between academic locus of control and motivational persistence were investigated. The participants of the study consisted of adolescents who have attended from different public high schools. Overall, 413 students contributed to this study. Academic Locus of Control Scale and The Motivational Persistence Scale were used for data collection. In the research, whether there is a casual relationship between academic locus of control and motivational persistence in adolescents was tested through path analysis in the context of structural equation model. According to the results, there is a causative relationship between academic locus of control and motivational persistence in adolescents. The findings were discussed in relation to previous research

Anahtar Kelimeler

• Academic locus of control, Motivation, Perseverance, Structural equation model

Akademik kontrol odağı ve motivasyonel kararlılık: Yapısal eşitlik modellemesi

Öz

“Motivasyon” eğitim psikolojisi alanında sıklıkla tartışılan ve teorik olarak incelenen kavramlardan biridir. Birçok kuramcı için motivasyon, özellikle öğrenme için gerekli görülürken; motivasyon da kararlılık başarının anahtarı sayılmaktadır. Keller’e (2006) göre motivasyon, davranışın yönünü ve büyüklüğünü belirlemektedir. Motivasyon, insanların seçeceği amaçlar doğrultusunda gayret sarf etmesi için yaklaşım ya da kaçınmalarıdır. Motivasyon üç varsayım üzerine dayandırılmaktadır: 1-İnsanlar dışsal olaylardan etkilenerek motive olurlar. 2-Sonlanan ya da sonlanmayan anlamında performansla ilişkilidir. 3- Sistematik dizayn ve uygulama sayesinde ölçülebilen motivasyon açıklanabilir. Motivasyonun özellikle planlama, organizasyon, karar verme, öğrenme ve değerlendirme gibi bilişsel davranışlar üzerinde katkıları vardır (Pintrich & Schunk, 1996). İnsanlar motive ya da konsantre olurlarsa muhtemelen amaçlarını da ulaşabileceklerdir. Benzer şekilde yeterince motivasyona sahip olurlarsa öğrenmede başarı sağlayacaklardır (Dweck, 1986). Bu düşüncelerden hareketle motivasyonun başarının tetikleyicisi olduğu söylenebilir (Elliot, 1999; Ushioda, 2015). Hardré ve Reeve (2003) ile Wlodkowski (1999) yaptıkları çalışmalarda benzer şartlar, durumlar ve fırsatlar verilen yüksek motivasyona sahip öğrencilerin diğer öğrencilere göre daha iyi performans sergiledikleri görülmüştür. Diğer taraftan motive olamamış ya da az konsantrasyona sahip öğrencilerin uzun süreli hedeflere ulaşma konusunda sıkıntılar yaşadığı tespit edilmiştir (Elliot & Dweck, 1988; Elliot & Harackiewicz, 1996). Constantin, Holman ve Hojbotă (2012) motivasyonun, motivasyonel kararlılık için gerekli olduğunu iddia etmişlerdir.

Anahtar Kelimeler

• Akademik kontrol odağı, Motivasyon, Kararlılık, Yapısal eşitlik

Kaynakça

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