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Lisans Öğrencilerinin Akademik Başarıları ve Kariyer Kararı Öz-Yeterliklerinin Lisansüstü Eğitim Niyetlerine Etkisi

Yıl 2021, Cilt: 11 Sayı: 1, 1 - 13, 30.04.2021

Öz

Bu araştırmanın amacı kariyer kararı öz-yeterliğin akademik başarı ile lisansüstü eğitim niyeti arasındaki ilişkide aracı bir role sahip olup
olmadığını incelemektir. Araştırma, lisansüstü programlara sahip bir devlet üniversitesinin eğitim fakültesinde öğrenim gören 315 öğrenci
ile yürütülmüştür. Veriler “Kariyer Kararı Öz-Yetkinlik Ölçeği” ve “Lisansüstü Eğitim Niyeti Ölçeği” kullanılarak elde edilmiştir. Verilerin
analizinde Pearson momentler çarpımı korelasyon katsayısı ve kurulan modelin aracılık etkisini test etmek için yapısal eşitlik modellemesi
kullanılmıştır. Elde edilen sonuçlara göre akademik başarı ve kariyer kararı öz-yeterliği öğrencilerin lisans sonrası lisansüstü eğitime başlama
ile ilgili niyetlerini pozitif yönde yordamıştır. Ayrıca akademik başarı öğrencilerin kariyer kararı öz-yeterliklerini pozitif yönde etkilemiştir.
Yapısal eşitlik modellemesi sonuçlarında kariyer kararı öz-yeterliğin akademik başarı ile lisansüstü eğitim niyeti arasındaki ilişkide kısmi
aracı rolünde olduğu görülmüştür. Sonuç olarak üniversite öğrencilerinin akademik başarı düzeyleri arttıkça kariyer kararı öz-yeterliklerinin
de yükseldiği; bunun sonucu olarak da lisans sonrası lisansüstü programlara devam etme niyetlerinin arttığı görülmektedir. Bu anlamda
üniversitelerin lisansüstü eğitim için mentorluk ya da çalışma merkezleri oluşturarak öğrencilerin kariyer potansiyelleri hakkında bilgiler
toplamaları, planlar yapmaları ve bu planları uygulamaya koymaları lisansüstü eğitime katılım için önemli bir adım olabilir.

Kaynakça

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  • Aitken, L., Currey, J., Marshall, A., and Elliott, D. (2008). Discrimination of educational outcomes between differing levels of critical care programmes by selected stakeholders in Australia: A mixed-method approach. Intensive and Critical Care Nursing, 24(2), 68-77.
  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179-211.
  • Akoğlan, K. M. ve Dalkıranoğlu, T. (2013). Mezun öğrencilerin kariyer algılamaları: Anadolu Üniversitesi örneği. Anadolu Üniversitesi Sosyal Bilimler Dergisi. 13(1), 41-52.
  • Anderson, D., Johnson, R. and Milligan, B. with Stephanou, A. (1998) Access to PG courses: Opportunities and obstacles. Higher Education Council. Canberra: Australian Government Publishing service.
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  • Artess, J. and Hooley, T. (2017). Toward a new narrative of postgraduate career. In: Padró F., Erwee R., Harmes M., Harmes M., P. Danaher (Eds.), Postgraduate Education in Higher Education (pp.521-538). Singapore. Springer.
  • Bacanlı, F. (2012). Kariyer karar verme güçlükleri ve meslek seçimine ilişkin akılcı olmayan inançların ilişkisi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(37), 86-95.
  • Bacanli, F. ve Sürücü, M. (2011). İlköğretim öğrencilerinin kariyer gelişimleri ile ebeveyne bağlanmaları arasındaki ilişkilerin incelenmesi. Türk Eğitim Bilimleri Dergisi, 9(4), 679-700.
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The Effect of Academic Achievement and Career Decision Self-Efficacy on Postgraduate Study Intentions among Undergraduate Students

Yıl 2021, Cilt: 11 Sayı: 1, 1 - 13, 30.04.2021

Öz

This study aimed to examine the mediation role of career decision self-efficacy in the relationship between academic achievement
and postgraduate (PG) study intentions among undergraduate students. The study was conducted with 315 students who enrolled in
fourth-grade in different programs in the education faculty of a university in Turkey. Data were collected by using the “Career Decision
Self-Efficacy Scale” and “Postgraduate Education Intention Scale”. Pearson product-moment correlation coefficient was used in the
analysis of the data and structural equation modeling was used to test the mediating effect of the hypothesized model. Results showed
that academic achievement and career decision self-efficacy directly predicted PG study intentions of students. Academic achievement
positively predicted career decision self-efficacy. Results of SEM indicate d that career decision self-efficacy has a partial mediation role in
the relationship between academic achievement and PG study intentions. As a result, it was concluded that as the academic achievement
of current undergraduate students increases, their career decision self-efficacy also increases; thus their intentions to pursue PG study
increases. Universities should collect information about the career potential of undergraduate students, make plans and put these plans into
action by the creation of mentoring centers for the provision of postgraduate education can be an important step for part in postgraduate
studies.

Kaynakça

  • Abele-Brehm, A. E., and Stief, M. (2004). Die Prognose des berufserfolgs von hochschulabsolventinnen und-absolventen: Befunde zur ersten und zweiten Erhebung der Erlanger Längsschnittstudie BELA-E. Zeitschrift für Arbeits-und Organisationspsychologie A and O, 48(1), 4-16.
  • Aitken, L., Currey, J., Marshall, A., and Elliott, D. (2008). Discrimination of educational outcomes between differing levels of critical care programmes by selected stakeholders in Australia: A mixed-method approach. Intensive and Critical Care Nursing, 24(2), 68-77.
  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179-211.
  • Akoğlan, K. M. ve Dalkıranoğlu, T. (2013). Mezun öğrencilerin kariyer algılamaları: Anadolu Üniversitesi örneği. Anadolu Üniversitesi Sosyal Bilimler Dergisi. 13(1), 41-52.
  • Anderson, D., Johnson, R. and Milligan, B. with Stephanou, A. (1998) Access to PG courses: Opportunities and obstacles. Higher Education Council. Canberra: Australian Government Publishing service.
  • Anderson, J. C. and Gerbing, D. W. (1988). Structural equation modeling in practice: a review and recommended two-step approach. Psychological Bulletin, 103(3), 411-423.
  • Artess, J. and Hooley, T. (2017). Toward a new narrative of postgraduate career. In: Padró F., Erwee R., Harmes M., Harmes M., P. Danaher (Eds.), Postgraduate Education in Higher Education (pp.521-538). Singapore. Springer.
  • Bacanlı, F. (2012). Kariyer karar verme güçlükleri ve meslek seçimine ilişkin akılcı olmayan inançların ilişkisi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(37), 86-95.
  • Bacanli, F. ve Sürücü, M. (2011). İlköğretim öğrencilerinin kariyer gelişimleri ile ebeveyne bağlanmaları arasındaki ilişkilerin incelenmesi. Türk Eğitim Bilimleri Dergisi, 9(4), 679-700.
  • Bae, S. M. (2017). An analysis of career maturity among Korean youths using latent growth modeling. School Psychology International, 38(4), 434-449.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Upper Saddle River, NJ: Prentice Hall.
  • Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25(5), 729-735.
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  • Morgan, T. and Ness, D. (2003). Career decision-making difficulties of first-year students. The Canadian Journal of Career Development, 2(1), 33-39.
  • Negru-Subtirica, O., and Pop, E. I. (2016). Longitudinal links between career adaptability and academic achievement in adolescence. Journal of Vocational Behavior, 93, 163-170.
  • Neumann, R. (2003). The doctoral education experience. Canberra: Department of Education Science and Training.
  • Niles, S. G., and Harris-Bowlsbey, J. (2013). Career development interventions in the 21st century. Upper Saddle River, NJ: Merrill Prentice-Hall.
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  • Porter, R. T. and Porter, M. J. (1991) Career development: Our professional responsibility. Journal of Professional Nursing, 7(4), 208-212.
  • Preacher, K. J., and Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891.
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  • Saka, N., and Gati, I. (2007). Emotional and personality-related aspects of persistent career decision-making difficulties. Journal of Vocational Behavior, 71(3), 340-358.
  • Sampson, J. P., Jr., Reardon, R. C., Peterson, G. W., and Lenz, J. G. (2004). Career counseling and service: A cognitive information processing approach. Belmont, CA: Brooks/Cole
  • Sangganjanavanich, V.F. and Magnuson, S. (2011). Using sand trays and miniature figures to facilitate career decision making. The Career Development Quarterly, 59, 264-273.
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  • Schumacker, R.E., and Lomax, R.G. (2010). A beginner’s guide to structural equation modeling (3rd ed.). New York, NY: Taylor and Francis.
  • Sharf, R. S. (2017). Kariyer gelişim kuramlarının kariyer danışmasına uygulanması. (F. Bacanlı and K. Öztemel, Ed.) (1. Baskı.). Ankara: Pegem Akademi Yay.
  • Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş: Temel ilkeler ve LISREL uygulamaları. Ankara: Ekinoks Yayın.
  • Sneva, J. N. (2011). Exploring career decision-making self-efficacy, career maturity attitudes and racial identity attitudes of college students of color (Unpublished doctoral thesis). University at Buffalo.
  • Stuart, M., Lido, C., Morgan, M., Solomon, L. and Akroyd, K. (2008). Widening participation to postgraduate study: Decisions, deterrents and creating success. York: Higher Education Academy.
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  • Taylor, K. M. and Betz, N. E. (1983). Applications of self-efficacy theory to the understanding and treatment of career indecision. Journal of Vocational Behavior, 22, 63-81.
  • Taylor, K. M. and Popma, J. (1990). An examination of the relationships among career decision-making self-efficacy, career salience, locus of control, and vocational indecision. Journal of Vocational Behavior, 37(1), 17-31.
  • Tekke, M., and Ghani, M. F. A. (2013). Examining the level of career maturity among Asian foreign students in public university: Gender and academic achievement. Hope Journal of Pakistan, 1(1), 101-12.
  • Trochim, W. M., and Donnelly, J. P. (2006). The research methods knowledge base (3rd ed.). Cinninnati, OH: Atomic Dog.
  • Ulaş, Ö. ve Özdemir, S. (2018). Üniversite son sınıf öğrencilerinde algılanan kariyer engellerinin yordayıcıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(3), 672-688.
  • Ünsal, P. (2014). Kariyer gelişim kuramları ve kariyer danışmanlığı. Ankara: Nobel Yayıncılık.
  • Varhegyi, M. M. (2009). Career certainty and career decision-making self-efficacy in postgraduate study intentions. (Unpublished doctoral thesis). Macquarie University.
  • Varhegyi, M. M., and Jepsen, D. M. (2009). Undergraduate student aspirations, awareness and knowledge of postgraduate study options: A preliminary, qualitative investigation. Paper presented at the International Employment Relations Association Annual Conference, Bangkok.
  • Wakeling, P. (2009). Social class and access to postgraduate education in the UK: A Sociological Analysis. (Unpublished doctoral thesis). University of Manchester.
  • Wisker, G. (2007). The postgraduate research handbook: Succeed with your MA. MPhil, EdD and PhD. Macmillan International Higher Education.
  • Yanar, S. (2016). Lise öğrencilerinin kariyer değerlerinin yordayıcısı olarak kariyer inançları, cinsiyet ve akademik başarıları. (Yüksek lisans tezi). Çukurova Üniversitesi Adana.
  • Ziebell, J. L. C. (2010). Promoting viable career choice goals through career decision-making self-efficacy and career maturity in inner-city high school students: A test of social cognitive career theory (Unpublished doctoral thesis).Unıversity of Minnesota.
  • Zunker, V. G. (2012). Career counseling: A holistic approach (8th Ed.). Pacific Grove, CA: Brooks/Cole.
Toplam 112 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

İlhan Ilter 0000-0002-1473-7172

Yayımlanma Tarihi 30 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 11 Sayı: 1

Kaynak Göster

APA Ilter, İ. (2021). Lisans Öğrencilerinin Akademik Başarıları ve Kariyer Kararı Öz-Yeterliklerinin Lisansüstü Eğitim Niyetlerine Etkisi. Yükseköğretim Ve Bilim Dergisi, 11(1), 1-13.
AMA Ilter İ. Lisans Öğrencilerinin Akademik Başarıları ve Kariyer Kararı Öz-Yeterliklerinin Lisansüstü Eğitim Niyetlerine Etkisi. J Higher Edu Sci. Nisan 2021;11(1):1-13.
Chicago Ilter, İlhan. “Lisans Öğrencilerinin Akademik Başarıları Ve Kariyer Kararı Öz-Yeterliklerinin Lisansüstü Eğitim Niyetlerine Etkisi”. Yükseköğretim Ve Bilim Dergisi 11, sy. 1 (Nisan 2021): 1-13.
EndNote Ilter İ (01 Nisan 2021) Lisans Öğrencilerinin Akademik Başarıları ve Kariyer Kararı Öz-Yeterliklerinin Lisansüstü Eğitim Niyetlerine Etkisi. Yükseköğretim ve Bilim Dergisi 11 1 1–13.
IEEE İ. Ilter, “Lisans Öğrencilerinin Akademik Başarıları ve Kariyer Kararı Öz-Yeterliklerinin Lisansüstü Eğitim Niyetlerine Etkisi”, J Higher Edu Sci, c. 11, sy. 1, ss. 1–13, 2021.
ISNAD Ilter, İlhan. “Lisans Öğrencilerinin Akademik Başarıları Ve Kariyer Kararı Öz-Yeterliklerinin Lisansüstü Eğitim Niyetlerine Etkisi”. Yükseköğretim ve Bilim Dergisi 11/1 (Nisan 2021), 1-13.
JAMA Ilter İ. Lisans Öğrencilerinin Akademik Başarıları ve Kariyer Kararı Öz-Yeterliklerinin Lisansüstü Eğitim Niyetlerine Etkisi. J Higher Edu Sci. 2021;11:1–13.
MLA Ilter, İlhan. “Lisans Öğrencilerinin Akademik Başarıları Ve Kariyer Kararı Öz-Yeterliklerinin Lisansüstü Eğitim Niyetlerine Etkisi”. Yükseköğretim Ve Bilim Dergisi, c. 11, sy. 1, 2021, ss. 1-13.
Vancouver Ilter İ. Lisans Öğrencilerinin Akademik Başarıları ve Kariyer Kararı Öz-Yeterliklerinin Lisansüstü Eğitim Niyetlerine Etkisi. J Higher Edu Sci. 2021;11(1):1-13.