GELECEK ZAMAN ALGISI VE AKADEMİK ALANDA ARZULARIN ERTELENMESİNİN ÖĞRETMEN ADAYLARININ AKADEMİK BAŞARILARI ÜZERİNDEKİ ETKİSİ

Yıl 2013, Cilt: 14 Sayı: 1, 389 - 406, 01.01.2013

Süleyman Avcı Münire Erden

Öz

Bu çalışmada, gelecek zaman algısı bağlılık, değer, hız, genişlik ve algılanan araçsallık ile akademik alandaki arzularını ertelenmesinin öğretmen adaylarının meslek derslerindeki akademik başarıları üzerindeki etkisinin araştırılması amaçlanmıştır. Bu amaçla alan yazına dayalı olarak söz konusu değişkenler arasında beklenen ilişkileri gösteren bir model oluşturulmuş ve bu model test edilmiştir. Araştırmanın çalışma grubunu, Marmara Üniversitesi Atatürk Eğitim Fakültesi dördüncü sınıfta öğrenim gören 462 öğretmen adayı oluşturmuştur. Araştırma sonuçları, meslek derslerindeki akademik başarının; gelecek zaman algısının, değer alt boyutu tarafından doğrudan yordandığı; Bağlılık alt boyutu tarafından akademik alanda arzuların ertelenmesi vasıtasıyla yordandığı; Hız ve algılanan araçsallık alt boyutları tarafından ise hem doğrudan hem de akademik alanda arzuların ertelenmesi vasıtasıyla yordandığı; Bağlılık alt boyutunun ise anlamlı bir yordayıcı olmadığını göstermiştir. Bu bulgulara göre, akademik başarıyı açıklamaya yönelik oluşturulan model doğrulanmıştır.

Anahtar Kelimeler

Gelecek zaman algısı, akademik başarı, arzuları erteleme

The Effect of The Future Time Perspective and Academic Delay of Gratification of The Prospective Teachers on Their Academic Achievements

Öz

The purpose of this study is to examine the effect of the future time perception connectedness, value, speed. extension and perceived instrumentality and academic delay of gratification of the prospective teachers on their pedagogy courses achievements. For this purpose a model which shows the expected relations depending on the literature among the variables was developed to verify. Subjects consisted of 462 fourth year prospective teachers from Marmara University, Ataturk Faculty of Education. According to findings, pedagogy courses achievements were predicted by value directly, predicted by connectedness through academic delay of gratification and predicted by speed and perceived instrumentality directly and through academic delay of gratification. Extension didn’t have a significant power in predicting of pedagogy courses achievements. Accordingly, with respect to these findings, model was verified

Anahtar Kelimeler

Future time perspective, academic achievement, delay of gratification

Kaynakça

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