Araştırma Makalesi
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Öz-yeterlilik algısı, yaşam doyumu ve bir role tutulma etkileşimi: Sosyal bilişsel bir yaklaşım

Yıl 2019, Sayı: 54, 193 - 207, 31.12.2019
https://doi.org/10.18070/erciyesiibd.550754

Öz

Bu çalışmada, bireylerin
öz-yeterlilik düşüncelerinin yaşam doyumlarını nasıl etkilediğini ve bu süreçte
role tutulmanın bir aracılık rolü olup olmadığının araştırılması amaçlanmıştır.
Bu amaçla alanda ulusal ve uluslararası geçerliliği olan ölçeklerle oluşturulan
anket formu, kolayda örnekleme yöntemiyle seçilen 309 üniversite öğrencisine
uygulanmıştır. Araştırma hipotezlerinin testi için yapısal eşitlik modeli
kurulmuş, aracılık rolünü incelemek için önyükleme yöntemiyle dolaylı etkilerin
anlamlılığına bakılmıştır. Elde edilen sonuçlar, Pozitif Psikoloji, Sosyal
Bilişsel Teori, Rol Teorisi ve Kendini Düzenleme Teorisi çerçevesinde,
öz-yeterliliğin yaşam doyumunu hem doğrudan hem de role tutulma aracılığıyla
artırdığını göstermiştir.

Kaynakça

  • AZIZLI, Nicole; Breanna E. ATKINSON; Holly M. BAUGHMAN and Erica A. GIAMMARCO; (2015), “Relationships Between General Self-efficacy, Planning for the Future, and Life Satisfaction”, Personality and Individual Differences, 82, pp. 58-60.
  • BANDURA, Albert; (1977), “Self-efficacy: Toward a Unifying Theory of Behavioral Change”, Psychological Review, 84(2), pp. 191-215.
  • BANDURA, Albert; (1993), “Perceived Self-efficacy in Cognitive Development and Functioning”, Educational Psychologist, 28(2), pp. 117-148.
  • BANDURA, Albert; (1997), Self-efficacy: The exercise of control, New York: Freeman.
  • BANDURA, Albert; (2001), “Social cognitive theory: An agentic perspective”, Annual Review of Psychology, 52, pp. 1-26.
  • BANDURA, Albert; Gian V. CAPRARA; Claudio BARBARANELLI; Maria GERBINO and Concetta PASTORELLI; (2003), “Role of Affective Self-regulatory Efficacy in Diverse Spheres of Psychosocial Functioning”, Child Development, 74(3), pp. 769-782.
  • BRADLEY, Robert H. and Robert F. CORWYN; (2004), “Life Satisfation among European American, African American, Chinese American, Mexican American, and Dominican American Adolescents”, International Journal of Behavioral Development, 28(5), pp. 385-400.
  • BRESO, Edgar; Wilmar B. SCHAUFELI and Marisa SALANOVA; (2011), “Can a Self-efficacy-based Intervention Decrease Burnout, Increase Engagement, and Enhance Performance? A Quasi-experimental Study”, Higher Education, 61, pp. 339-355.
  • CARAWAY, Kirsten; Carolyn M. TUCKER; Wendy M. REINKE and Charles HALL; (2003), “Self-efficacy, Goal Orientation, and Fear of Failure as Predictors of School Engagement in High School Students”, Psychology in the Schools, 40(4), pp. 417-427.
  • CHEMERS, Martin M.; Li-tze HU and Ben F. GARCIA; (2001), “Academic Self-efficacy and First-year College Student Performance and Adjustment”, Journal of Educational Psychology, 93(1), pp. 55-64.
  • COFFMAN, Donna L. and Tammy D. GILLIGAN; (2002), “Social Supports, Stress, and Self-efficacy: Effects on Students’ Satisfaction”, College Student Retention, 4(1), pp. 53-66.
  • CSIKSZENTMIHALYI, Mihaly; (1990), Flow: The Psychology of Optimal Experiences, New York: HarperPerennial.
  • DEWITZ, S. Joseph and W. Bruce WALSH; (2002), “Self-efficacy and College Student Satisfaction”, Journal of Career Assessment, 10(3), pp. 315-326.
  • DIENER, Ed; (1984), “Subjective Well-being”, Psychological Bulletin, 95(3), pp. 542-575.
  • DIENER, Ed; (1994), “Assessing Subjective Well-being: Progress and Opportunities”, Social Indicators Research, 31(2), pp. 103-157.
  • DIENER, Ed; (2000), “Subjective Well-being: The Science of Happiness and a Proposal for a National Index”, American Psychologist, 55, pp. 34-43.
  • DIENER, Ed; Robert A. EMMONS; Randy J. LARSEN and Sharon GRIFFIN; (1985), “The Satisfaction with Life Scale”, Journal of Personality Assessment, 49(1), pp. 71-75.
  • DURAK, Mithat; Emre SENOL-DURAK and Tulin GENCOZ; (2010), “Psychometric Properties of the Satisfaction with Life Scale among Turkish University Students, Correctional Officers, and Elderly Adults”, Social Indicators Research, 99, pp. 413-429.
  • FREDRICKS, Jennifer A.; Phyllis C. BLUMENFELD and Alison H. PARIS; (2004). “School Engagement: Potential of the Concept, State of the Evidence”, Review of Educational Research, 74(1), pp. 59-109.
  • HAIR, Joseph F.; G. Thomas M. HULT; Christian M. RINGLE and Marko SARSTEDT; (2017), A primer on partial least squares structural equation modeling (PLS-SEM), 2nd Edition, Thousand Oaks, CA: Sage.
  • HU, Li-tze and Peter M. BENTLER; (1999), “Cutoff Criterion for Fit Indices in Covariance Structure Analysis: Conventional Criteria versus New Alternatives”, Structural Equation Modeling, 6(1), pp. 1-55.
  • JERUSALEM, Matthias and Ralf SCHWARZER; (1992), “Self-efficacy as a Resource Factor in Stress Appraisal Process”, Ralf Schwarzer (Ed.). Self-Efficacy: Thought Control of Action In (pp. 195-213). Washington, DC: Hemisphere.
  • KAHN, William A.; (1990), “Psychological Conditions of Personal Engagement and Disengagement at Work”, Academy of Management Journal, 33(4), pp. 692-724.
  • KUH, George D.; Ty M. CRUCE; Rick SHOUP; Jillian KINZIE and Robert M. GONYEA; (2008), “Unmasking the Effects of Student Engagement on First-year College Grades and Persistence”, The Journal of Higher Education, 79(5), pp. 540-563.
  • LEWIS, Ashley D.; E. Scott HUEBNER; Patrick S. MALONE and Robert F. VALOIS; (2011), “Life Satisfaction and Student Engagement in Adolescents”, Journal of Youth and Adolescence, 40, pp. 249-262.
  • O’SULLIVAN, Geraldine; (2011), “The Relationship Between Hope, Eustress, Self-efficacy, and life satisfaction amog Undergraduates”, Social Indicators Research, 101, pp. 155-172.
  • PIETARINEN, Janne; Tiina SOINI and Kirsi PYHALTO; (2014), “Students’ Emotional and Cognitive Engagement as the Determinants of Well-being and Achievement in School”, International Journal of Educational Research, 67, pp. 40-51.
  • PILCHER, June J.; (1998), “Affective and Daily Event Predictors of Life Satisfaction in College Students”, Social Indicators Research, 43, pp. 291-306.
  • PREACHER, Kristopher J. and Andrew F. HAYES; (2008), “Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models”, Behavior Research Methods, 40(3), pp. 879-891.
  • PROCTOR, Carmel L.; P. Alex LINLEY and John MALTBY; (2009), “Youth Life Satisfaction: A Review of the Literature”, Journal of Happiness Studies, 10, pp. 583-630.
  • SALMELA-ARO, Katariina and Katja UPADYAYA; (2014), “School Burnout and Engagement in the Context of Demands-Resources Model”, British Journal of Educational Psychology, 84, pp. 137-151.
  • SCHAUFELI, Wilmar B.; Arnold B. BAKKER and Marisa SALANOVA; (2006), “The Measurement of Work Engagement with a Short Questionnaire: A Cross-national Study”, Educational and Psychological Measurement, 66(4), pp. 701-716.
  • SCHAUFELI, Wilmar B.; Isabel M. MARTINEZ; Alexandra M. PINTO; Marisa SALANOVA and Arnold B. BAKKER; (2002), “Burnout and Engagement in University Students: A Cross-national Study”, Journal of Cross-Cultural Psychology, 33(5), pp. 464-481.
  • SCHAUFELI, Wilmar B. and Marisa SALANOVA; (2007), “Efficacy or Inefficacy, That's the Question: Burnout and Work Engagement, and Their Relationships with Efficacy Beliefs”, Anxiety, Stress, and Coping, 20(2), pp. 177-196.
  • SCHAUFELI, Wilmar B.; Marisa SALANOVA; Vicente GONZALEZ-ROMA and Arnold B. BAKKER; (2002). “The Measurement of Engagement and Burnout: A Two Sample Confirmatory Factor Analytic Approach”, Journal of Happiness Studies, 3, pp. 71-92.
  • SCHAUFELI, Wilmar B.; Akihito SHIMAZU; Jari HAKANEN; Marisa SALANOVA and Hans DE WITTE; (2017), “An Ultra-Short Measure for Work Engagement: The UWES-3 Validation Across Five Countries”, European Journal of Psychological Assessment, DOI: 10.1027/1015-5759/a000430.
  • SELIGMAN, Martin E. P. and Mihaly CSIKSZENTMIHALYI; (2000), “Positive Psychology: An Introduction”, American Psychologist, 55(1), pp. 5-14.
  • SHERNOFF, David J.; Mihaly CSIKSZENTMIHALYI; Barbara SCHNEIDER and Elisa S. SHERNOFF; (2014), “Student Engagement in High School Classrooms from the Perspective of Flow Theory”, Mihaly CSIKSZENTMIHALYI (Ed.). Applications of Flow in Human Development and Education In (pp. 475-494). Dordrecht: Springer.
  • SHROUT, Patrick E. and Niall BOLGER; (2002), “Mediation in experimental and nonexperimental studies: New procedures and recommendations”, Psychological Methods, 7(4), pp. 422-445.
  • SKINNER, Ellen A. and Jennifer R. PITZER; (2012), “Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience”, Sandra L. CHRISTENSON; Amy L. RESCHLY and Cathy WYLIE (Eds.). Handbook of Research on Student Engagement In (pp. 21-44). New York: Springer.
  • SULDO, Shannon M. and E. Scott HUEBNER; (2006), “Is Extremely High Life Satisfaction During Adolescence Advantageous”, Social Indicators Resarch, 78, pp. 179-203.
  • VEENHOVEN, Ruut; (1996), “Developments in Satisfaction Research”, Social Indicators Research, 37, pp. 1-46.
  • WEFALD, Andrew J. and Ronald G. DOWNEY; (2009), “Construct Dimensionality of Engagement and its Relation with Satisfaction”, The Journal of Psychology, 143(1), pp. 91-111.
  • XIAO, Jing J.; Chuanyi TANG and Soyeon SHIM; (2009), “Acting for Happiness: Financial Behavior and Life Satisfaction of College Students”, Social Indicators Research, 92, pp. 53-68.
  • YEŞİLAY, Ayşin; (1996), “Genelleştirilmiş Özyetki Beklentisi Ölçeği”, Erişim adresi: http://userpage.fu-berlin.de/~health/turk.htm, Erişim tarihi: 20.11.2018.
  • ZIMMERMAN, Barry J.; (2000), “Self-efficacy: An Essential Motive to Learn”, Contemporary Educational Psychology, 25, pp. 82-91.

The interaction of perceived self-efficacy, life satisfaction and engagement in a role: A social cognitive approach

Yıl 2019, Sayı: 54, 193 - 207, 31.12.2019
https://doi.org/10.18070/erciyesiibd.550754

Öz

In this study, the main
purpose is to explore how self-efficacy beliefs influence life satisfaction and
whether engagement in a role has a mediating role in these relations. For this
purpose, a survey, including validated instruments for the national and
international samples was administered to 309 university students with a
convenience survey method. We used a structural equation modeling for testing
the research hypothesis and sought the significance of indirect effect in the
model for determining the mediating role with using the bootstrapping method.
The results showed that self-efficacy not also increases life satisfaction directly
but also increases with the mediating role of engagement in a role within the
scope of Positive Psychology, Social Cognitive Theory, Role Theory, and
Self-Regulation Theory.

Kaynakça

  • AZIZLI, Nicole; Breanna E. ATKINSON; Holly M. BAUGHMAN and Erica A. GIAMMARCO; (2015), “Relationships Between General Self-efficacy, Planning for the Future, and Life Satisfaction”, Personality and Individual Differences, 82, pp. 58-60.
  • BANDURA, Albert; (1977), “Self-efficacy: Toward a Unifying Theory of Behavioral Change”, Psychological Review, 84(2), pp. 191-215.
  • BANDURA, Albert; (1993), “Perceived Self-efficacy in Cognitive Development and Functioning”, Educational Psychologist, 28(2), pp. 117-148.
  • BANDURA, Albert; (1997), Self-efficacy: The exercise of control, New York: Freeman.
  • BANDURA, Albert; (2001), “Social cognitive theory: An agentic perspective”, Annual Review of Psychology, 52, pp. 1-26.
  • BANDURA, Albert; Gian V. CAPRARA; Claudio BARBARANELLI; Maria GERBINO and Concetta PASTORELLI; (2003), “Role of Affective Self-regulatory Efficacy in Diverse Spheres of Psychosocial Functioning”, Child Development, 74(3), pp. 769-782.
  • BRADLEY, Robert H. and Robert F. CORWYN; (2004), “Life Satisfation among European American, African American, Chinese American, Mexican American, and Dominican American Adolescents”, International Journal of Behavioral Development, 28(5), pp. 385-400.
  • BRESO, Edgar; Wilmar B. SCHAUFELI and Marisa SALANOVA; (2011), “Can a Self-efficacy-based Intervention Decrease Burnout, Increase Engagement, and Enhance Performance? A Quasi-experimental Study”, Higher Education, 61, pp. 339-355.
  • CARAWAY, Kirsten; Carolyn M. TUCKER; Wendy M. REINKE and Charles HALL; (2003), “Self-efficacy, Goal Orientation, and Fear of Failure as Predictors of School Engagement in High School Students”, Psychology in the Schools, 40(4), pp. 417-427.
  • CHEMERS, Martin M.; Li-tze HU and Ben F. GARCIA; (2001), “Academic Self-efficacy and First-year College Student Performance and Adjustment”, Journal of Educational Psychology, 93(1), pp. 55-64.
  • COFFMAN, Donna L. and Tammy D. GILLIGAN; (2002), “Social Supports, Stress, and Self-efficacy: Effects on Students’ Satisfaction”, College Student Retention, 4(1), pp. 53-66.
  • CSIKSZENTMIHALYI, Mihaly; (1990), Flow: The Psychology of Optimal Experiences, New York: HarperPerennial.
  • DEWITZ, S. Joseph and W. Bruce WALSH; (2002), “Self-efficacy and College Student Satisfaction”, Journal of Career Assessment, 10(3), pp. 315-326.
  • DIENER, Ed; (1984), “Subjective Well-being”, Psychological Bulletin, 95(3), pp. 542-575.
  • DIENER, Ed; (1994), “Assessing Subjective Well-being: Progress and Opportunities”, Social Indicators Research, 31(2), pp. 103-157.
  • DIENER, Ed; (2000), “Subjective Well-being: The Science of Happiness and a Proposal for a National Index”, American Psychologist, 55, pp. 34-43.
  • DIENER, Ed; Robert A. EMMONS; Randy J. LARSEN and Sharon GRIFFIN; (1985), “The Satisfaction with Life Scale”, Journal of Personality Assessment, 49(1), pp. 71-75.
  • DURAK, Mithat; Emre SENOL-DURAK and Tulin GENCOZ; (2010), “Psychometric Properties of the Satisfaction with Life Scale among Turkish University Students, Correctional Officers, and Elderly Adults”, Social Indicators Research, 99, pp. 413-429.
  • FREDRICKS, Jennifer A.; Phyllis C. BLUMENFELD and Alison H. PARIS; (2004). “School Engagement: Potential of the Concept, State of the Evidence”, Review of Educational Research, 74(1), pp. 59-109.
  • HAIR, Joseph F.; G. Thomas M. HULT; Christian M. RINGLE and Marko SARSTEDT; (2017), A primer on partial least squares structural equation modeling (PLS-SEM), 2nd Edition, Thousand Oaks, CA: Sage.
  • HU, Li-tze and Peter M. BENTLER; (1999), “Cutoff Criterion for Fit Indices in Covariance Structure Analysis: Conventional Criteria versus New Alternatives”, Structural Equation Modeling, 6(1), pp. 1-55.
  • JERUSALEM, Matthias and Ralf SCHWARZER; (1992), “Self-efficacy as a Resource Factor in Stress Appraisal Process”, Ralf Schwarzer (Ed.). Self-Efficacy: Thought Control of Action In (pp. 195-213). Washington, DC: Hemisphere.
  • KAHN, William A.; (1990), “Psychological Conditions of Personal Engagement and Disengagement at Work”, Academy of Management Journal, 33(4), pp. 692-724.
  • KUH, George D.; Ty M. CRUCE; Rick SHOUP; Jillian KINZIE and Robert M. GONYEA; (2008), “Unmasking the Effects of Student Engagement on First-year College Grades and Persistence”, The Journal of Higher Education, 79(5), pp. 540-563.
  • LEWIS, Ashley D.; E. Scott HUEBNER; Patrick S. MALONE and Robert F. VALOIS; (2011), “Life Satisfaction and Student Engagement in Adolescents”, Journal of Youth and Adolescence, 40, pp. 249-262.
  • O’SULLIVAN, Geraldine; (2011), “The Relationship Between Hope, Eustress, Self-efficacy, and life satisfaction amog Undergraduates”, Social Indicators Research, 101, pp. 155-172.
  • PIETARINEN, Janne; Tiina SOINI and Kirsi PYHALTO; (2014), “Students’ Emotional and Cognitive Engagement as the Determinants of Well-being and Achievement in School”, International Journal of Educational Research, 67, pp. 40-51.
  • PILCHER, June J.; (1998), “Affective and Daily Event Predictors of Life Satisfaction in College Students”, Social Indicators Research, 43, pp. 291-306.
  • PREACHER, Kristopher J. and Andrew F. HAYES; (2008), “Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models”, Behavior Research Methods, 40(3), pp. 879-891.
  • PROCTOR, Carmel L.; P. Alex LINLEY and John MALTBY; (2009), “Youth Life Satisfaction: A Review of the Literature”, Journal of Happiness Studies, 10, pp. 583-630.
  • SALMELA-ARO, Katariina and Katja UPADYAYA; (2014), “School Burnout and Engagement in the Context of Demands-Resources Model”, British Journal of Educational Psychology, 84, pp. 137-151.
  • SCHAUFELI, Wilmar B.; Arnold B. BAKKER and Marisa SALANOVA; (2006), “The Measurement of Work Engagement with a Short Questionnaire: A Cross-national Study”, Educational and Psychological Measurement, 66(4), pp. 701-716.
  • SCHAUFELI, Wilmar B.; Isabel M. MARTINEZ; Alexandra M. PINTO; Marisa SALANOVA and Arnold B. BAKKER; (2002), “Burnout and Engagement in University Students: A Cross-national Study”, Journal of Cross-Cultural Psychology, 33(5), pp. 464-481.
  • SCHAUFELI, Wilmar B. and Marisa SALANOVA; (2007), “Efficacy or Inefficacy, That's the Question: Burnout and Work Engagement, and Their Relationships with Efficacy Beliefs”, Anxiety, Stress, and Coping, 20(2), pp. 177-196.
  • SCHAUFELI, Wilmar B.; Marisa SALANOVA; Vicente GONZALEZ-ROMA and Arnold B. BAKKER; (2002). “The Measurement of Engagement and Burnout: A Two Sample Confirmatory Factor Analytic Approach”, Journal of Happiness Studies, 3, pp. 71-92.
  • SCHAUFELI, Wilmar B.; Akihito SHIMAZU; Jari HAKANEN; Marisa SALANOVA and Hans DE WITTE; (2017), “An Ultra-Short Measure for Work Engagement: The UWES-3 Validation Across Five Countries”, European Journal of Psychological Assessment, DOI: 10.1027/1015-5759/a000430.
  • SELIGMAN, Martin E. P. and Mihaly CSIKSZENTMIHALYI; (2000), “Positive Psychology: An Introduction”, American Psychologist, 55(1), pp. 5-14.
  • SHERNOFF, David J.; Mihaly CSIKSZENTMIHALYI; Barbara SCHNEIDER and Elisa S. SHERNOFF; (2014), “Student Engagement in High School Classrooms from the Perspective of Flow Theory”, Mihaly CSIKSZENTMIHALYI (Ed.). Applications of Flow in Human Development and Education In (pp. 475-494). Dordrecht: Springer.
  • SHROUT, Patrick E. and Niall BOLGER; (2002), “Mediation in experimental and nonexperimental studies: New procedures and recommendations”, Psychological Methods, 7(4), pp. 422-445.
  • SKINNER, Ellen A. and Jennifer R. PITZER; (2012), “Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience”, Sandra L. CHRISTENSON; Amy L. RESCHLY and Cathy WYLIE (Eds.). Handbook of Research on Student Engagement In (pp. 21-44). New York: Springer.
  • SULDO, Shannon M. and E. Scott HUEBNER; (2006), “Is Extremely High Life Satisfaction During Adolescence Advantageous”, Social Indicators Resarch, 78, pp. 179-203.
  • VEENHOVEN, Ruut; (1996), “Developments in Satisfaction Research”, Social Indicators Research, 37, pp. 1-46.
  • WEFALD, Andrew J. and Ronald G. DOWNEY; (2009), “Construct Dimensionality of Engagement and its Relation with Satisfaction”, The Journal of Psychology, 143(1), pp. 91-111.
  • XIAO, Jing J.; Chuanyi TANG and Soyeon SHIM; (2009), “Acting for Happiness: Financial Behavior and Life Satisfaction of College Students”, Social Indicators Research, 92, pp. 53-68.
  • YEŞİLAY, Ayşin; (1996), “Genelleştirilmiş Özyetki Beklentisi Ölçeği”, Erişim adresi: http://userpage.fu-berlin.de/~health/turk.htm, Erişim tarihi: 20.11.2018.
  • ZIMMERMAN, Barry J.; (2000), “Self-efficacy: An Essential Motive to Learn”, Contemporary Educational Psychology, 25, pp. 82-91.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Onur Köksal 0000-0001-7703-1807

Murat Güler 0000-0001-7370-2976

Fatih Çetin 0000-0002-2487-9553

Yayımlanma Tarihi 31 Aralık 2019
Kabul Tarihi 24 Mayıs 2019
Yayımlandığı Sayı Yıl 2019 Sayı: 54

Kaynak Göster

APA Köksal, O., Güler, M., & Çetin, F. (2019). Öz-yeterlilik algısı, yaşam doyumu ve bir role tutulma etkileşimi: Sosyal bilişsel bir yaklaşım. Erciyes Üniversitesi İktisadi Ve İdari Bilimler Fakültesi Dergisi(54), 193-207. https://doi.org/10.18070/erciyesiibd.550754

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