Başarı Hedef Oryantasyonu ve Akademik Başarı ile İlişkisi

Yıl 2014, Sayı: 10, 137 - 147, 23.07.2016

Ümmü Gülsüm Korkmaz

Öz

Bu alan yazım taraması öğrencilerin başarıya yönelik hedef uyumlarını ve bu uyumların akademik başarıyla ilişkisini araştırmaktadır. Özellikle, kültürel anlayışın önemine değinilerek, Türkiye’de yapılan motivasyon çalışmalarından bahsedilmiştir. Türkiye’de motivasyonun akademik başarı ile ilişkisi araştırılırken güncel motivasyon ölçme araçlarından birisi olan Elliot ve McGregor’un (2001) 2X2 Başarı Hedef Oryantasyonu Yapısı kullanıldığı görülmemiştir. Bu yapının önemi, motivasyonda çoklu hedefleri benimsemesidir (görevyaklaşma, görev-uzaklaşma, performans-yaklaşma ve performans-uzaklaşma). Bu dört hedef uyumu çalışılarak öğrencilerin başarısını etkileyen motivasyon durumları daha iyi anlaşılabilir. Bu çalışma, eğitimciler ve program geliştiriciler için öneriler içermektedir

Anahtar Kelimeler

Başarı hedef uyumu, Akademik başarı, Motivasyon

Achievement Goal Orientation and Its Relation to Academic Achievement

Öz

The present review aims to discuss the achievement goal orientation and its relation to academic achievement. A special attention was given to Turkish motivation studies with mentioning the importance of cultural concept. Turkish motivation studies lacking a recent achievement goal orientation measurement, Elliot & McGregor’s (2001) Achievement Goal Orientation Framework that has four goals: performance-approach, performance-avoidance, mastery-avoidance and mastery-approach. Researching these four goal orientations would improve the understanding of student’s achievement motives that would affect their success. This review has implications for educators and policy makers that have influence on children’s achievement

Anahtar Kelimeler

Achievement goal orientation, academic achievement, motivation

Kaynakça

• Cansever, G. (1968). The achievement motive in Turkish adolescents. The Journal of Social Psychology, 76, 269-270.
• Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., & Newall, N. E. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101, 948–963. doi: 10.1037/a0016096
• Dweck, C. S. (1986). Motivational processes affect learning. American Psychologist, 41, 1040-1048.
• Elliot, A. J., & McGregor, H. A. (2001). 2X2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519. doi: 10.1037/0022- 3514.80.3.501
• Ergene, T. (2011). The relationships among test anxiety, study habits, achievement, motivation, and academic performance among Turkish high school students. Education and Science, 36, 320-330.
• Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?. Psychological Bulletin, 136, 422-449. doi: 10.1037/a0018947
• Kaplan, A., & Middleton, M. J. (2002). Should childhood be a journey or a race? Response to Harackiewicz et al. (2002). Journal of Educational Psychology, 94, 646-468.
• Keys, T. D., Conley, A. M., Duncan, G. J., & Domina, T. (2012). The role of goal orientations for adolescent mathematics achievement. Contemporary Educational Psychology, 37, 47-54. doi: 10.1016/j.cedpsych.2011.09.002
• Kimmel, K., & Volet, S. E. (2010). Culture in motivation research: A challenging and enriching contribution. In B. McGaw, E. Baker, & P. Peterson, (Eds.), International encyclopedia of education (pp. 576-584). Oxford, UK: Elsevier.
• Korkmaz, U. (2014). Predicting academic achievement: The role of parenting, nonverbal intelligence, and goal orientation in Turkish children. Unpublished doctoral dissertation. College Station, TX: Texas A&M University.
• Midgley, C., Kaplan, A., & Middleton, M. J. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77-86. doi: 10.1037/0022-0663.93.1.77
• Moenikiaa, M. & Zahed-Babelan, A. (2010). A study of simple and multiple relations between mathematics attitude, academic motivation and intelligence quotient with mathematics achievement. Procedia Social and Behavioral Sciences, 2, 1537-1542. doi: 10.1016/j.sbspro.2010.03.231
• Phalet, K., & Claes, W. (1993). A comparative study of Turkish and Belgian youth. Journal of Cross-Cultural Psychology, 24, 319-343. doi: 10.1177/0022022193243004
• Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555. doi: 10.1037/0022-0663.92.3.544
• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. doi: 10.1006/ceps.1999.1020
• Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46, 26-47. doi: 10.1080/00461520.2011.538646
• Somuncuoglu, Y., & Yildirim, A. (1999). Relationship between achievement goal orientations and use of learning strategies. Journal of Educational Research, 92, 267–277. doi; 10.1080/00220679909597606
• Van Yperen, N. W., Elliot, A. J., & Anseel, F. (2009). The influence of mastery-avoidance goals on performance improvement. European Journal of Social Psychology, 39, 932-943.
• Verkuyten, M., Thijs, J., & Canatan, K. (2001). Achievement motivation and academic performance among Turkish early and young adolescents in the Netherlands. Genetic, Social, and General Psychology Monographs, 127, 378–408.
• Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236-250.
• Yildirim, S. (2012). Teacher support, motivation, learning strategy use, and achievement: A multilevel mediation model. The Journal of Experimental Education, 80, 150-172. doi: 10.1080/00220973.2011.596855