Lise Öğrencilerinde Akademik ve Üniversite Sınavına Yönelik Öz-Yeterliği Yordayan Faktörler

Yıl 2017, Cilt: 6 Sayı: 4, 129 - 151, 16.09.2017

Sabahat Bağcı

Öz

Bu araştırmanın amacı lise
öğrencileri arasında akademik öz-yeterlik ve üniversite sınavına yönelik
öz-yeterlik kavramlarının öğrenci, okul ve sosyal çevre odaklı yordayıcılarını
saptamaktır. Bu amaçla 9. ve 10. sınıf lise öğrencilerinden oluşan (N =
129) bir örnekleme demografik bilgiler (cinsiyet, sosyo-ekonomik seviye),
akademik ve üniversite sınavına yönelik öz-yeterlik, sınav kaygısı, akademik
adanmışlık (davranışsal ve duygusal), okul aidiyeti ile aile ve akran akademik
desteği ölçeklerini içeren bir anket formu dağıtılmıştır. Hiyerarşik çoklu
regresyon analizi sonuçları, her iki öz-yeterlik kavramının da en önemli
yordayıcısının duygusal anlamda akademik adanmışlık olduğunu göstermiştir.
Bunun yanında aile desteğinin ve okul aidiyetinin her iki sonuç değişkeni ile
de olumlu olarak ilişkili olduğu saptanmış, sınav kaygısının yalnızca
üniversite sınavına yönelik öz-yeterlik ile anlamlı ve olumsuz olarak ilişkili
olduğu gözlemlenmiştir. Sonuçlar öğrencilerin güncel ve gelecekteki akademik
öz-yeterlik durumlarında, akademik aktivitelere davranışsal olarak adanmaktan
ziyade (dikkat ve çaba), duygusal olarak adanmalarının (ilgi ve zevk alma)
önemini vurgulamakta, uygulayıcıların akademik hayatı sevdirme konusunda
çalışmalar yürütmelerinin gerekliliğini hatırlatmaktadır.

Anahtar Kelimeler

Akademik öz-yeterlik, üniversite sınavı, akademik adanmışlık, sınav kaygısı, aile desteği, akran desteği, okula aidiyet

Predictors of Academic and University Entrance Exam Self-efficacy Beliefs among Highschool Students

Öz

The
aim of this paper is to explore student, school, and social environment related
predictors of academic and university exam self-efficacy beliefs among Turkish
highschool students. A total of 129 9th and 10th graders were distributed a
questionnaire including demographic information (gender, socio-economic status),
academic self-efficacy and self-efficacy towards university entrance exam, exam
anxiety, academic engagement (behavioral and emotional), school belongingness,
as well as academic support from family and peers. Multiple regression analyses
demonstrated that emotional engagement was the strongest predictor of both
outcomes. School belongingness and family support were positively associated
with both self-efficacy measures, whereas exam anxiety was negatively related
to only university exam related self-efficacy. Findings highlighted the
relative importance of emotional engagement in classroom (liking and enjoyment)
compared to behavioral engagement which includes effort and attention. These
results imply the need to focus on developing programmes that promote enjoyment
in the classroom. 

Anahtar Kelimeler

Academic self-efficacy, University exam, Academic engagement, Exam anxiety, Family support, Peer Support, School belongingness

Kaynakça

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