Promoting Academic Self-efficacy: An Intervention Strategy to Enhance Positive Outcomes among Early Adolescents

Yıl 2020, Cilt: 35 Sayı: 1, 164 - 178, 31.01.2020

Sabahat Çiğdem Bağcı

Öz

This research presents findings of a brief intervention study designed to promote academic self-efficacy and academic motivation among early adolescent students recruited from a low to middle socio-economic status school in Turkey. The intervention consisted of social-cognitive strategies adapted from self-efficacy literature, including self-evaluation and verbalization, modeling, imaginal experience, effort feedback, social persuasion, and coping strategies. The effectiveness of the intervention was tested using a pretest-posttest control design among 157 students (82 boys, 75 girls; Mage = 13.17, SD = .99). Students completed questionnaires including demographic information, academic self-concepts (only in pretests), academic self-efficacy and motivation 7 weeks apart before and after the intervention. The effectiveness of the intervention was tested with 2 (time: pretest/posttest) X 2 (group: control/experimental) X 2 (gender: boy/girl) mixed-design ANOVA tests. While girls did not benefit from the intervention, boys in the intervention group, but not in the control group, displayed increases in most of the positive outcomes over time. Practical implications highlighting the need to consider the role of gender and socio-cultural differences in the implementation of motivational strategies among early adolescents are discussed.

Anahtar Kelimeler

Academic self-efficacy, motivation, intervention, school, early adolescence

Akademik Öz-yeterlik Arttırma: Erken Ergenler Arasında Uygulanmış Bir Müdahale Programının Etkinliği

Öz

Bu araştırma Türkiye’de düşük-orta dereceli sosyoekonomik düzeye sahip bir ortaokulda okuyan öğrencilerin akademik öz-yeterlik ve akademik motivasyon seviyelerini arttırmaya yönelik kısa süreli bir müdahale programının sonuçlarını sunmaktadır. Müdahale programı öz-yeterlik alanyazınında ortaya çıkarılmış; öz-değerlendirme, sözelleştirme, modelleme, hayali tecrübe, geribildirim, sosyal ikna ve başa çıkma stratejisi gibi sosyal-bilişsel yöntemlerin uygulanmasından oluşmaktadır. Müdahale programının etkinliği ön-test son-test kontrol deseni ile 157 ortaokul öğrencisi arasında sınanmıştır (82 Erkek, 75 Kız, yaş = 13.17, SS = .99). Öğrenciler demografik bilgiler, akademik öz-kavram (yanlızca ön-testlerde), akademik öz-yeterlik ve motivasyon ölçeklerini içeren anketleri 7 hafta ara ile müdahale programı öncesi ve sonrasında doldurmuştur. Programın etkinliği 2 (zaman: ön-test/son-test) X 2 (grup: kontrol/deneysel) X 2 (cinsiyet: erkek/kız) karışık desenli ANOVA testleri ile sınanmıştır. Sonuçlara göre, müdahale programı kız katılımcılar arasında anlamlı farklara yol açmamış, ancak programa katılan erkek öğrenciler, katılmayan erkek öğrencilere göre bağımlı değişkenlerde daha yüksek skorlar belirtmiştir. Özyeterlik ve motivasyon arttırıcı müdahale programlarının uygulanmasında, cinsiyetin ve sosyoekonomik düzeyin önemi tartışılmıştır.

Anahtar Kelimeler

akademik öz-yeterlik, motivasyon, müdahale programı, okul, erken ergenlik

Kaynakça

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