Yükseköğretimde İngilizce Öğrenen Öğrencilerin Akademik Öz-Benlik, Öz-Yeterlik, Öz-Düzenleme ve Başarıları Arasındaki İlişki

Öz

Öz-benlik, öz-yeterlik ve öz-düzenleme İngilizce öğrenen öğrencilerin başarılarını önemli ölçüde etkilemektedir. Bu yüzden, bu çalışma yüksek öğretimdeki öğrencilerin öz-benlik, öz-yeterlik ve öz-düzenleme seviyelerini akademik başarı ve öz-değerlendirme açısından ölçmek ve ikincil olarak öz-benlik, öz-yeterlik ve öz-düzenleme arasındaki ilişkiyi araştırmak için tasarlanmıştır. Bu çalışmada akademik öz-benlik, akademik öz-güven ve akademik öz-çaba olarak iki bileşenden oluşmaktadır. Çalışmanın katılımcıları İngiliz Dili ve Edebiyatı Bölümü’nde kayıtlı 130 yükseköğretim öğrencisidir. Liuand Wang’nin 2005 akademik öz-benlik ölçeği ana veri toplama aracı olarak kullanılmıştır. Bu ölçek iki alt kategoriden oluşmaktadır: Akademik öz-güven ve akademik öz-çaba. Öz-yeterliliği ölçmek için alan yazın taraması sonucu 4 maddelik bir sormaca ve öz-düzenleme becerilerini ölçmek için Pintrich et al. 1991 tarafından geliştirilen Güdülenme ve Öğrenme Stratejileri Ölçeği kullanılmıştır. Elde edilen verileri analiz etmek için tanımlayıcı, varyans, korelasyon ve regresyon analizleri kullanılmıştır. Sonuçlar göstermektedir ki yükseköğretimde İngilizce öğrenen Türk öğrenciler ortalama düzeyde akademik öz-benlik, özyeterlik, öz-düzenleme ve öz-değerlendirme seviyelerine sahiptirler. Başarı seviyeleri yüksek olan öğrencilerin daha yüksek öz-düzenleme, öz-değerlendirme ve akademik öz-güvene sahip oldukları görülmüştür. Korelasyon analizi çalışmanın bütün değişkenlerinin birbiriyle ve akademik başarıyla ilişkili olduğunu göstermiştir ve regresyon analizi de başarının tek belirleyicisinin öz-yeterlik olduğunu göstermiştir

Anahtar Kelimeler

• Öz-benlik, Öz-yeterlik, Öz-düzenleme, Akademik başarı

The Interplay Among Academic Self-Concept, Self-Efficacy, Self-Regulation and Academic Achievement of Higher Education L2 Learners

Öz

Self-concept, self efficacy, and self-regulation are three important factors that predict the success of L2 learners to a large extent. Therefore, the present study was designed to measure the academic self-concept, self efficacy, self-regulation level of higher education students in relation to academic achievement and self-evaluation and secondarily to investigate the correlation between academic self-concept, selfefficacy, and self-regulation. In the present study, academic self-concept was conceptualized as comprising of two main components: academic confidence and academic effort. The participants of the study are 130 higher education EFL English as a Foreign Language learners enrolled in English Language and Literature department. Liu and Wang’s 2005 academic self-concept scale was used as the main data collection tool. It consists of two sub-scales; academic confidence and academic effort scales. A four-item questionnaire was formed by examining the literature in order to measure self-efficacy and Motivated Strategies for Learning Questionnaire MSLQ , developed by Pintrich et al. 1991 , was used to measure self-regulation beliefs of students. Descriptive, variance, correlation and regression analyses were conducted in order to analyze the data. The results indicated that higher education Turkish EFL learners have a moderate-to-high level of self-concept, self-efficacy, self-regulation, and self-evaluation. High achieving students were found to have higher levels of selfregulation, self-evaluation and academic confidence. Correlation analysis indicated that all of the variables of the study are highly correlated with academic success and regression analysis revealed that self-efficacy was the most important predictor of academic success

Anahtar Kelimeler

• Self-concept,Self-efficacy,Self-regulation,Academic achievement

Kaynakça

1. Archana, K.,& Chamundeswari, S.(2013). Self-concept and academic achievement of students at the high school. Journal of Sociological Research, 4, 105 -113.
2. Awad, G. (2007). The role of racial identity, academic self-concept, and self-esteem in the prediction of academic outcomes for African American students. Journal of Black Psychology, 33, 188-207.
3. Bandura, A. (1984). Recycling misconceptions of perceived selfefficacy. Cognitive Therapy & Research, 8(3), 231-255.
4. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
5. Bandura, A. (1995). Self-efficacy in changing societies. New York, NY: Cambridge University Press.
6. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
7. Barnard-BrakL., Lan, W. Y., &Paton, V. O.(2008). Online selfregulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement. International Review of Research in Open and Distance Learning, 9(2), 1-11.
8. Bong, M., & Skaalvik, E.M. (2003). Academic self-concept and selfefficacy: How different are they really? Educational Psychology Review, 15(1), 1-40.

9. Bracken, B. A. (2009). Positive self-concepts. In R. Gilman, E. S. Huebner, & M. J. Furlong (Eds.), Handbook of positive psychology in the schools (pp. 89-106). New York, NY: Routledge.
10. Çakır, O., & Alıcı, D. (2009). Seeing self as others see you: Variability in self-efficacy ratings in student teaching. Teachers And Teaching: Theory and Practice, 15(5), 541-561.
11. Cheng, E.C.K. (2011). The role of self-regulated learning in enhancing learning performance. The International Journal of Research and Review, 6(1), 1-16.
12. Ching, L. C. (2002). Strategy and self-regulation instruction as contributors to Improving students’ cognitive model in an ESL programme. English For Specific Purposes, 13, 261-289.
13. Choi, N. (2005). Self-efficacy and self-concept as predictors of college students’ academic performance. Psychology in the Schools, 42(2), 197-205.
14. Cokley, K. (2000). An investigation of academic self-concept and its relationship to Academic achievement in African American college students. Journal of Black Psychology, 26, 148 -164.
15. De Fraine, B., Van Damme, J., & Onghena, P. (2007). A longitudinal analysis of gender differences in academic self-conceptand language achievement: A multivariate multilevel latent growth approach. Contemporary Educational Psychology, 32(1),132- 150.
16. Demirel, Ö., & Turan, S.(2010). The relationship between selfregulated learning skills and achievement: A case from Hacettepe University Medical School. Hacettepe University Journal of Education, 38, 279-291.
17. DiPerna, J. C., & Elliott, S. N. (1999).Development and validation of the academic competence evaluation scales. Educational Psychology Review, 17, 207-225.
18. Guay, F., Marsh, H. W., & Boivin, M. (2003). Academic self-concept and achievement:Developmental perspective on their causal ordering. Journal of Educational Psychology, 95,124-136.
19. Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19, 499-505.
20. Guay, F., Ratelle, C. R., Roy, A., & Litalien, D. (2010). Academic selfconcept, autonomous academic motivation, and academic achievement: Mediating and addictive effects. Learning and Individual Differences, 20, 644-652 .
21. Hsieh, P. H. P.,& Schallert, D. L. (2008. Implications from selfefficacy and attribution theories for an understanding of undergraduates motivation in a foreign language course. Contemporary Educational Psychology, 33, 513-532.
22. Kırmızı, Ö. (2014). Self-regulated learning and metacognition strategies employed by regular, evening, and distance education ELL students. The Anthropologist, 18(2), 447-460.
23. Kitsantas, A., & Zimmerman, B. (2009). College students’ homework and academic achievement: the mediating role of self-regulatory beliefs. Metacognition Learning,4, 97-110.
24. Liu, W. C., & Wang, C. K. J. (2005). Academic self-concept: A crosssectional study of grade and gender differences in a Singapore secondary school. Asia Pacific Education Review, 6(1), 20-27.
25. Liu, H. J. (2008). The relationship between EFL student academic self-concept and language performance. Feng Chia Journal of Humanities and Social Sciences, 17, 165-184.
26. Liu, H.J. (2010). The relation of academic self-concept to motivation among university EFL students. Feng Chia Journal of Humanities and Social Sciences, 20, 207-225.
27. Magogwe, J. M., & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. SYSTEM, 35, 338-352.
28. Marsh, H. W., Byrne, B. M., & Yeung, A. S. (1999). Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations. Educational Psychologist, 34, 154 -157.
29. Marsh, H. W., Hau, K.T., & Kong, C.K. (2002). Multilevel causal ordering of academic self-concept and achievement: Influence of language of instruction (English compared with Chinese) for Hong Kong students. American EducationalResearch Journal, 39(3), 727-763
30. Marsh, H. W., Ellis, L., & Craven, R. G. (2002). How do pre-school children feel about themselves? Unraveling measurement and multidimensional self-concept structure. Developmental Psychology, 38, 376-393.
31. Marsh, H. W. (2004). Negative effects of school-average achievement on academic self-concept: A comparison of the big-fish-little-pond effect across Australian states and territories. Australian Journal of Education, 48, 5-26.
32. Mills, N., Pajares, F., & Herron, C. (2006). A re-evaluation of the role of anxiety: Self-efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 39(2), 276-294.
33. Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: Language Learning, 57(3),417- 442.
34. Pehlivan, H., & Köseoğlu, P. (2010). Ankara fen lisesi öğrencilerinin biyoloji dersine yönelik tutumlari ile akademik benlik tasarimlari. Hacettepe University Journal of Education, 38, 225-235.
35. Pintrich, R. R., & De Groot, E. V. (1990). Motivational and selfregulated learning components of classroom academic performance, Journal of Educational Psychology, 82, 33-40.
36. Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie, W.J. (1991). A Manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning.
37. Pintrich, P., & Schunk, D. (2002). Motivation in education: Theory, research, and application (2nd ed.). Columbus, OH: MerrillPrentice Hall.
38. Raju S.S. (2013). Impact of self-concept on scholastic achievement of 9th class students in physical sciences: IOSR Journal of Humanities and Social Science (IOSR-JHSS), 9(5), 129-133.
39. Rodriguez, C. (2009). The impact of academic self-concept, expectation and the choice of learning strategy on academic achievement: The case of business students. Higher Education Research and Development, 28(5), 523-539.
40. Raoofi, S., Tan, B. H., & Chan, S. H. (2012). Self-efficacy in second language learning contexts. English Language Learning, 5(11), 60-73.
41. khwari T.D. (2014).A study of the relationship between motivation self-concept and academic achievement of students at a University of Limpopo Province, South Africa. International Journal of Educational Science,6(1), 19-25.
42. Tan, J. B., & Yates, S. M. (2007). A Rasch-analysis of the academic self-concept questionnaire. International Educational Journal, 8(2), 470-484.
43. Tılfarlıoğlu, F.T.,& Cinkara, E. (2009).Self-efficacy in EFL: Differences among proficiency groups and relationship with success, Novitas-ROYAL, 3(2), 129-142.
44. Tılfarlıoglu, F. T., & Ciftçi, F. S.. (2011). Supporting self-efficacy and learner autonomy in relation to academic successin EFLclassrooms (A case study). Theory and Practice in Language Studies, 1(10), 1284-1294.
45. Trautwein, U., Lüdtke, O., Marsh, H. W., Köller, O., & Baumert, J. (2006). Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics. Journal of Educational Psychology, 98(4), 788-806.
46. Wang, C., & Pape, S. J. (2007). A probe into three Chinese boys’ self-efficacy beliefs learning English as a second language. Journal of Research in Childhood Education, 21(4), 364-379.
47. Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
48. Zimmerman, B.J.(1989). A social cognitive view of self-regulated learning. Journal of Educational Psychology, 81, 329-339.
49. Zimmerman, B.J., & Risemberg, R.(1997). Self-regulatory dimensions of academic learning and motivation. In GD Phye (Ed.), Handbook of academic learning: Construction of knowledge (pp. 105-125). San Diego, CA: Academic Press.
50. Zimmerman, B.J. (2004). Sociocultural influence and students’ development of academic self-regulation: A social-cognitive perspective. In McInerney, D.M., Van Etten, S. (Eds.): Big theories revisited (pp.139-164). Greenwhich, CT: Information Age.