Eğitmen Geri Bildiriminin Kısıtlayıcı ve Destekleyici Motivasyonel İklim Üzerine Yordayıcı Etkisi: Yaz Spor Okulu Örneği

Öz

motivasyonel iklim üzerine yordayıcı etkisini incelemektir. Bu çalışmaya Denizli ilinde bulunan 24 farklı yaz spor okuluna devam eden 679 katılımcı (315 kız, 364 erkek) gönüllü olarak katılmıştır. Toplamda 38 farklı eğitmenin yaz spor okulu ortamındaki eğitimlerine devam eden katılımcılardan veri toplanmıştır. Katılımcılara Algılanan Öğretmen Geri Bildirim Ölçeği ve Antrenör Kaynaklı Destekleyici ve Kısıtlayıcı Güdüsel İklim Ölçeği uygulanmıştır. Adımsal çoklu doğrusal regresyon analizi sonuçları, performans bilgisi ve olumlu sözel olmayan geri bildirimin, destekleyici motivasyonel iklimin pozitif yordayıcıları, olumsuz sözel olmayan geri bildirimin ise negatif yordayıcısı olduğunu ortaya koymuştur. Olumsuz sözel olmayan geri bildirim ve olumlu genel geri bildirim kısıtlayıcı motivasyonel iklimin pozitif yordayıcıları, performans bilgisi ise negatif yordayıcısı olarak tespit edilmiştir. Sonuçları göz önünde bulundurarak eğitmenlerin olumlu genel geri bildirimi sözel yollardan değil, sözel olmayan yollardan vermeleri önerilmektedir. Ayrıca eğitmenlerin, öğrencilerinin performanslarından memnun olmadıkları durumlarda bunu olumsuz sözel olmayan yollardan ifade etmek yerine, öğrencinin performansını nasıl daha iyi hale getirebileceğine dair performans bilgisi vermeleri önerilmektedir.

Anahtar Kelimeler

• Algılanan geri bildirim
• Destekleyici motivasyonel iklim
• Kısıtlayıcı motivasyonel iklim
• Yaz spor okulları

Predictive Effect of Coach Feedback on Empowering and Disempowering Motivational Climate in Summer Schools

Abstract

The aim of this study was to investigate the predictive effect of coach feedback on empowering and disempowering motivational climate in summer sports schools. 679 participants (315 girls, 364 boys) attending from 24 different summer sports schools in Denizli province voluntarily participated to this study. Data were collected from 38 different coaches’ students. Perceived Teacher Feedback Scale and Empowering and Disempowering Motivational Climate Questionnaire were applied to the participants. Stepwise multivariate regression analysis results showed that performance information and positive non-verbal feedback were positive predictors of the empowering motivational climate while negative non-verbal feedback was negative predictor. Negative non-verbal and positive general feedbacks were positive predictors of disempowering motivational climate, and performance information was a negative predictor of disempowering motivational climate. Considering the results, it is recommended that instructors give positive general feedback in non-verbal ways, not verbally. It is also recommended that, when they are not satisfied with their students’ performance, instructors should provide performance information on how to improve the students’ performance, rather than expressing it in negative non-verbal ways.

Keywords

• Perceived feedback
• Empowering motivational climate
• Disempowering motivational climate
• Summer sport schools

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