Araştırma Makalesi
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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

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.

Kaynakça

  • Akengin, H., Yıldırım, G., İbrahimoğlu, Z. ve Arslan, S. (2014). Öğrencilerin coğrafya dersine ilişkin özyeterlik algıları ile akademik başarıları arasındaki ilişkinin incelenmesi. Marmara Coğrafya Dergisi, 29, 150-167.
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
  • Bacanlı, S., & Uçar, P. (2014). Çok aşamalı örnekleme yöntemlerinde örneklem büyüklüğünün belirlenmesi: Bir uygulama. Süleyman Demirel Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 17, 9-17.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychology Review, 84, 191-215.
  • Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1990). Perceived self-efficacy in the exercise of control over AIDS infection. Evaluation and Program Planning, 13, 9-17.
  • Bandura, A. (1992). Self-efficacy mechanism in psychobiologic functioning. R. Schwarzer (Ed.). Self-efficacy: Thought control of action içinde (s. 355-394). Washington, D.C.: Hemisphere.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bandura, A. (2006). Adolescent development from an agentic perspective. F. Pajares & T. Urdan (Eds.). Self-efficacy beliefs of adolescents içinde (s. 1-45). Greenwich: Information Age Publishing.
  • Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38, 9-44.
  • Bandura, A., Barbaranelli, C., Caprara, G. V., ve Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Development, 72, 187-206.
  • Bandura, A., ve Locke, E. A. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88, 87-99.
  • Breso, E., Schaufeli, W., ve Salanova, M. (2011). Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study. Higher Education, 61, 339-355.
  • Britner, S. L., ve Pajares, F. (2006). Sources of science self‐efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43, 485-499.
  • Catalano, R. F., Berglund, M. L., Ryan, J. A. M., Lonczak, H. S., ve Hawkins, J. D. (2004). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. The Annals of the American Academy of Political and Social Science, 591, 98-124.
  • Catalano, R. F., Hawkins, J. D., Berglund, M. L., Pollard, J. A., ve Arthur, M. W. (2002). Prevention science and positive youth development: Competitive or cooperative frameworks? Journal of Adolescent Health, 31, 230-239.
  • Chemers, M. M., Hu, L. T., ve Garcia, B. F. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93, 55-64.
  • Certel, Z. Bahadır, Z., Saracaloğlu, A. S. ve Varol, S. R. (2015). Lise öğrencilerinin öz-yeterlikleri ile öznel iyi oluş düzeyleri arasındaki ilişkinin incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 4, 307-318.
  • Connor, K. M., ve Davidson, J. R. T. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18, 76-82.
  • Cordero, E., Porter, S., Israel, T., ve Brown, M. (2010). Math and science pursuits: A self-efficacy intervention comparison study. Journal of Career Assessment, 18, 362-375.
  • Creswell, J. W. (2012). Educational research planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA Pearson.
  • Davidson, O. D., Feldman, D. B., ve Margalit, M. (2012). A focused intervention for 1-st year college students: Promoting hope, sense of coherence and self-efficacy. Journal of Psychology, 146, 333-352.
  • Dekker, S., ve Fischer, R. (2008). Cultural Differences in Academic Motivation Goals: A meta-analysis across thirteen societies. Journal of Educational Research, 101, 99-110.
  • Dignath, C., ve Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231-264.
  • Eccles, J., ve Harold, R. D. (1992). Gender differences in educational and occupational patterns among the gifted. Colangelo, N., Assouline, S. G., and Ambroson, D. L. (eds.). Talent development: Proceedings from the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development içinde (s. 3-29). Trillium Press, Unionville: NY.
  • Eccles, J. S., ve Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21, 225-241.
  • Feldman, D. B., ve Dreher, D. E. (2012). Can hope be changed in 90 minutes? Testing the efficacy of a single-session goal-pursuit intervention for college students. Journal of Happiness Studies, 13, 745-759.
  • Gettinger, M., ve Kohler, K. M. (2005). Process–outcome approaches to classroom management. M. Evertson ve C. S. Weinstein (Eds.). Handbook of classroom management: Research, practice, and contemporary issues içinde (s. 73-96). Mahwah, NJ: Erlbaum.
  • Glick, P. (2006). Ambivalent sexism, power distance, and gender inequality across cultures. S. Guimond (Ed.). Social comparison and social psychology: Understanding cognition, intergroup relations and culture içinde (s. 283-302). Cambridge, England: Cambridge University Press.
  • Gogol, M., Brunner, T., Goetz, R., Martin, S., Ugen, U., Keller, et al. (2014). “My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures. Contemporary Educational Psychology, 39, 188-205.
  • Griffiths, J. (2007). Academic self-efficacy, career self-efficacy, and psychosocial identity development: A comparison of female college students from differing socioeconomic status groups. Yayınlanmamış yüksek lisans tezi, North Carolina State University, USA.
  • Guimond, S., Branscombe, N. R., Brunot, S., Buunk, A. P., Chatard, A., Desert, M., ve ark. (2007). Culture, gender, and the self: Variations and impact of social comparison processes. Journal of Personality and Social Psychology, 92, 1118-1134.
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Akademik Öz-yeterlik Arttırma: Erken Ergenler Arasında Uygulanmış Bir Müdahale Programının Etkinliği

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

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.

Kaynakça

  • Akengin, H., Yıldırım, G., İbrahimoğlu, Z. ve Arslan, S. (2014). Öğrencilerin coğrafya dersine ilişkin özyeterlik algıları ile akademik başarıları arasındaki ilişkinin incelenmesi. Marmara Coğrafya Dergisi, 29, 150-167.
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
  • Bacanlı, S., & Uçar, P. (2014). Çok aşamalı örnekleme yöntemlerinde örneklem büyüklüğünün belirlenmesi: Bir uygulama. Süleyman Demirel Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 17, 9-17.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychology Review, 84, 191-215.
  • Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1990). Perceived self-efficacy in the exercise of control over AIDS infection. Evaluation and Program Planning, 13, 9-17.
  • Bandura, A. (1992). Self-efficacy mechanism in psychobiologic functioning. R. Schwarzer (Ed.). Self-efficacy: Thought control of action içinde (s. 355-394). Washington, D.C.: Hemisphere.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bandura, A. (2006). Adolescent development from an agentic perspective. F. Pajares & T. Urdan (Eds.). Self-efficacy beliefs of adolescents içinde (s. 1-45). Greenwich: Information Age Publishing.
  • Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38, 9-44.
  • Bandura, A., Barbaranelli, C., Caprara, G. V., ve Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Development, 72, 187-206.
  • Bandura, A., ve Locke, E. A. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88, 87-99.
  • Breso, E., Schaufeli, W., ve Salanova, M. (2011). Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study. Higher Education, 61, 339-355.
  • Britner, S. L., ve Pajares, F. (2006). Sources of science self‐efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43, 485-499.
  • Catalano, R. F., Berglund, M. L., Ryan, J. A. M., Lonczak, H. S., ve Hawkins, J. D. (2004). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. The Annals of the American Academy of Political and Social Science, 591, 98-124.
  • Catalano, R. F., Hawkins, J. D., Berglund, M. L., Pollard, J. A., ve Arthur, M. W. (2002). Prevention science and positive youth development: Competitive or cooperative frameworks? Journal of Adolescent Health, 31, 230-239.
  • Chemers, M. M., Hu, L. T., ve Garcia, B. F. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93, 55-64.
  • Certel, Z. Bahadır, Z., Saracaloğlu, A. S. ve Varol, S. R. (2015). Lise öğrencilerinin öz-yeterlikleri ile öznel iyi oluş düzeyleri arasındaki ilişkinin incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 4, 307-318.
  • Connor, K. M., ve Davidson, J. R. T. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18, 76-82.
  • Cordero, E., Porter, S., Israel, T., ve Brown, M. (2010). Math and science pursuits: A self-efficacy intervention comparison study. Journal of Career Assessment, 18, 362-375.
  • Creswell, J. W. (2012). Educational research planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA Pearson.
  • Davidson, O. D., Feldman, D. B., ve Margalit, M. (2012). A focused intervention for 1-st year college students: Promoting hope, sense of coherence and self-efficacy. Journal of Psychology, 146, 333-352.
  • Dekker, S., ve Fischer, R. (2008). Cultural Differences in Academic Motivation Goals: A meta-analysis across thirteen societies. Journal of Educational Research, 101, 99-110.
  • Dignath, C., ve Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231-264.
  • Eccles, J., ve Harold, R. D. (1992). Gender differences in educational and occupational patterns among the gifted. Colangelo, N., Assouline, S. G., and Ambroson, D. L. (eds.). Talent development: Proceedings from the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development içinde (s. 3-29). Trillium Press, Unionville: NY.
  • Eccles, J. S., ve Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21, 225-241.
  • Feldman, D. B., ve Dreher, D. E. (2012). Can hope be changed in 90 minutes? Testing the efficacy of a single-session goal-pursuit intervention for college students. Journal of Happiness Studies, 13, 745-759.
  • Gettinger, M., ve Kohler, K. M. (2005). Process–outcome approaches to classroom management. M. Evertson ve C. S. Weinstein (Eds.). Handbook of classroom management: Research, practice, and contemporary issues içinde (s. 73-96). Mahwah, NJ: Erlbaum.
  • Glick, P. (2006). Ambivalent sexism, power distance, and gender inequality across cultures. S. Guimond (Ed.). Social comparison and social psychology: Understanding cognition, intergroup relations and culture içinde (s. 283-302). Cambridge, England: Cambridge University Press.
  • Gogol, M., Brunner, T., Goetz, R., Martin, S., Ugen, U., Keller, et al. (2014). “My Questionnaire is Too Long!” The assessments of motivational-affective constructs with three-item and single-item measures. Contemporary Educational Psychology, 39, 188-205.
  • Griffiths, J. (2007). Academic self-efficacy, career self-efficacy, and psychosocial identity development: A comparison of female college students from differing socioeconomic status groups. Yayınlanmamış yüksek lisans tezi, North Carolina State University, USA.
  • Guimond, S., Branscombe, N. R., Brunot, S., Buunk, A. P., Chatard, A., Desert, M., ve ark. (2007). Culture, gender, and the self: Variations and impact of social comparison processes. Journal of Personality and Social Psychology, 92, 1118-1134.
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  • Joët, G., Usher, E. L., ve Bressoux, P. (2011). Sources of self-efficacy: An investigation of elementary school students in France. Journal of Educational Psychology, 103, 649-663.
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  • Klassen, R. M., ve Kuzucu, E. (2009). Academic procrastination and motivation of adolescents in Turkey, Educational Psychology: An International Journal of Experimental Educational Psychology, 29, 69-81.
  • Klein, H. J., Wesson, M. J., Hollenbeck, J. R., Wright, P. M., ve DeShon, R. P. (2001). The assessment of goal commitment: A measurement model meta-analysis. Organizational Behavior and Human Decision Processes, 85, 32-55.
  • Kutluca, T. ve Ekici, G. (2010). Öğretmen Adaylarının Bilgisayar Destekli Eğitime İlişkin Tutum ve ÖzYeterlikAlgılarının İncelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38, 177-188.
  • Lockwood, P., Jordan, C. H., ve Kunda, Z. (2002). Motivation by positive or negative role models: Regulatory focus determines who will best inspire us. Journal of Personality and Social Psychology, 83, 854-864.
  • Lorig, K. R., Sobel, D. S., Ritter, P. L., Laurent, D., ve Hobbs, M. (2001). Effect of a self-management program on patients with chronic disease. Effective Clinical Practice, 4, 256-262.
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  • MacGregor, C. (1996). Raising a creative child: Challenging activities and games for young minds. Kensington Publishing Corporation.
  • Maddux, J. E. (2005). Self-efficacy: The power of believing you can. C. R. Snyder ve S. J. Lopez (Eds.). Handbook of positive psychology içinde (s. 277-287). New York: Oxford University Press.
  • Marks, R., Allegrante, J. P., ve Lorig, K. (2005). A review and synthesis of research evidence for self-efficacy enhancing interventions for reducing chronic disability: Implications for health education practice (part 1). Health Promotion Practice, 6, 37-43.
  • Marsh, H. W., ve Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81, 59-77.
  • Martin, A. J. (2004). School motivation of boys and girls: Differences of degree, differences of kind, or both? Australian Journal of Psychology, 56, 133-146.
  • McCombs, B. L., ve Marzano, R. J. (1990). Putting the self in self-regulated learning: The self as agent in integrating will and skill. Educational Psychologist, 25, 51-69.
  • Meece, J. L. (1991). The classroom context and students’ motivational goals. M. L. Maehr ve P. R. Pintrich (Eds.), Advances in motivation and achievement içinde (s. 261-285). Greenwich, CT: JAI Press.
  • Mills, N., Pajares, F., ve Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57, 417-442.
  • Multon, K. D., Brown, S. D., ve Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30-38.
  • Oettingen, G., ve Zosuls, K. M. (2006). Culture and self-efficacy in adolescents. F. Pajares ve T. Urdan (Eds.). Adolescence and education: Self-efficacy beliefs of adolescents içinde (s. 245-265). Greenwich, CT: Information Age.
  • Özgen, K., ve Bindak, R. (2011). Lise öğrencilerinin matematik okuryazarlığına yönelik öz-yeterlik inançlarının belirlenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 11, 1073-1089.
  • Pajares, F. (2006). Self-efficacy during childhood and adolescence. F. Pajares ve T. Urdan (Eds.). Adolescence and education: Self-efficacy beliefs of adolescents içinde (s. 339-367). Greenwich: Information Age Publishing.
  • Pajares, F., ve Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124-139.
  • Pajares, F., ve Miller, M. D. (1994). The role of self-efficacy and self-concept beliefs in mathematical problem-solving: A path analysis. Journal of Educational Psychology, 86, 193-203.
  • Pajares, F., ve Schunk, D. (2001). Self-beliefs and school success: Self-efficacy, self-concept and school achievement. R. Riding ve S. Rayner (Eds.). Perception içinde (s. 239-266). London: JAI press.
  • Pajares, F., ve Usher, E. L. (2008). Self-efficacy, motivation, and achievement in school from the perspective of reciprocal determinism. M. Maehr, T. C. Urdan, ve S. Karabenick (Eds.). Advances in motivation and achievement: Social psychological perspectives içinde (s. 391-423). Bingley, United Kingdom: Emerald Group Publishing Limited.
  • Phalet, K., ve Claes, W. (1993). A comparative study of Turkish and Belgian youth. Journal of Cross-Cultural Psychology, 24, 319-343.
  • Pintrich, P. R., ve Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Prentice Hall.
  • Rankin, B., ve Aytaç, I. (2006). Gender inequality in schooling: The case of Turkey. Sociology of Education, 79, 25-43.
  • Raudenbush, S. W., ve Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (Vol. 1). Sage.
  • Schunk, D. H. (1981). Modeling and attributional effects on children's achievement: A self-efficacy analysis. Journal of Educational Psychology, 73, 93-105.
  • Schunk, D. H. (1995). Self-efficacy and education and instruction. J. E. Maddux (Ed.), Self-efficacy, adaptation, and adjustment: Theory, research, and application içinde (s. 281-303). New York: Plenum Press.
  • Schunk, D. H., ve Cox, P. D. (1986). Strategy training and attributional feedback with learning disabled students. Journal of Educational Psychology, 78, 201-209.
  • Schunk, D. H., ve Ertmer, P. A. (1999). Self-regulatory processes during computer skill acquisition: Goal and self-evaluative influences. Journal of Educational Psychology, 91, 251-260.
  • Schunk, D. H., ve Hanson, A. R. (1989). Self-modeling and children's cognitive skill learning. Journal of Educational Psychology, 81, 155.
  • Schunk, D. H., ve Miller, S. D. (2002). Self-efficacy and adolescents’ motivation. F. Pajares ve T. Urdan (Eds.), Academic motivation of adolescents içinde (s. 29-52). Greenwich, CT: Information Age.
  • Smith, R. E. (1989). Effects of coping skills training on generalized self-efficacy and locus of control. Journal of Personality and Social Psychology, 56, 228-233.
  • Schwarzer, R., ve Jerusalem, M. (1999). Skalen zur Erfassung von Lehrer- und Schülermerkmalen [Scales measuring teacher and student characteristics]. Berlin, Germany: Free University of Berlin.
  • Smits, J., ve Gündüz-Hosgör, A. (2006). Effects of family background characteristics on educational participation in Turkey. International Journal of Educational Development, 26, 545-560.
  • Steinberg, L., Lamborn, S. D., Dornbusch, S. M., ve Darling, N. (1992). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child Development, 63, 1266-1281.
  • Sullivan, K., ve Mahalik, J. R. (2000). Increasing career self-efficacy for women: Evaluating a group intervention. Journal of Counseling and Development, 78, 54-62.
  • Taşdemir, C. (2012). Lise son sınıf öğrencilerinin matematik öz-yeterlik düzeylerinin bazı değişkenler açısından incelenmesi (Bitlis İli Örneği). Karadeniz Fen Bilimleri Dergisi, 3, 39-50.
  • Tennant, R., Hiller, L., Fishwick, R., Platt, S., Joseph, S., Weich, S., … Stewart-Brown, S. (2007). The Warwick-Edinburgh Mental Well-being Scale (WEMWBS): Development and UK validation. Health & Quality of Life Outcomes, 5, 63.
  • Tschannen-Moran, M., ve Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956.
  • Ungar, M. (2008). Resilience across cultures. British Journal of Social Work, 38, 218-235.
  • Usher, E. L., ve Pajares, F. (2008). Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement, 68, 443-463.
  • Urdan, T. C., ve Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331-349.
  • Vural, D. E., ve Hamurcu, H. (2008). Okul öncesi öğretmen adaylarının fen öğretimi dersine yönelik öz-yeterlik inançları ve görüşleri. İlköğretim Online, 7, 456-467.
  • Wigfield, A., Battle, A., Keller, L. B., ve Eccles, J. S. (2002). Sex differences in motivation, self-concept, career aspiration, and career choice: Implications for cognitive development. A. McGillicuddy De Lisi ve R. De Lisi (Eds.). Biology, society, and behavior: The development of sex differences in cognition içinde (s. 93-124). Westport, CT: Ablex.
  • Wigfield, A., Eccles, J. S., ve Pintrich, P. R. (1996). Development between the ages of 11 and 25. D. B. Berliner ve R. C. Calfee (Eds.). Handbook of educational psychology içinde (s. 148-185). New York: Macmillan Library Reference.
  • Wise, J. B., ve Trunnell, E. P. (2001). The influence of sources of self-efficacy upon efficacy strength. Journal of Sport and Exercise Psychology, 23, 268-280.
  • Yılmaz, M., Gürçay, D., ve Ekici, G. (2007). Akademik özyeterlik ölçeğinin Türkçe’ye uyarlanması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 253-259.
  • Zeldin, A. L., ve Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal, 37, 215-246.
  • Zimmerman, B. J., ve Cleary, T. J. (2006). Adolescents’ development of personal agency. F. Pajares ve T. Urdan (Eds.). Self-efficacy beliefs of adolescents içinde (s. 45-69). Greenwich, CT: New Age.
Toplam 88 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Sabahat Çiğdem Bağcı Bu kişi benim 0000-0003-1642-2067

Yayımlanma Tarihi 31 Ocak 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 35 Sayı: 1

Kaynak Göster

APA Bağcı, S. Ç. (2020). Akademik Öz-yeterlik Arttırma: Erken Ergenler Arasında Uygulanmış Bir Müdahale Programının Etkinliği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(1), 164-178.