ERGENLERİN KİMLİK GELİŞİMİ İLE AKADEMİK GÜDÜLENME/ UMUDUN İLİŞKİSİNDE PSİKOLOJİK İHTİYAÇLARIN ARACI ROLÜ

Yıl 2021, Cilt: 50 Sayı: 231, 241 - 262, 23.08.2021

Goncagül Pala , İbrahim Keklik , Nur Demirbaş Çelik

https://doi.org/10.37669/milliegitim.760124

Öz

Bu çalışmanın amacı ergenlerdeki kimlik gelişimi ile akademik motivasyon ve umut düzeyleri arasındaki ilişkilerinde temel psikolojik ihtiyaçların aracı rolünü belirlemektir. Katılımcılar, sosyokültürel yapısı oldukça geniş olan bir şehrin en büyük ilçesindeki farklı lise türlerine devam eden 480 lise öğrencisinden oluşmaktadır. Araştırmanın amacına uygun olarak Kişisel Bilgi Formu, Kimlik Gelişiminin Boyutları Ölçeği, Akademik Güdülenme Ölçeği, Temel Psikolojik Gereksinimlerinin Doyumu Ölçeği – Lise Formu ve Sürekli Umut Ölçeği kullanılmıştır. Her bir temel psikolojik ihtiyaç ayrı ayrı aracı değişken olarak incelendiği için farklı yapısal eşitlik modeli oluşturulmuştur. Bulgulara göre, kimlik gelişiminin içsel yatırımda bulunma boyutu dışındaki diğer boyutlar ile akademik güdülenmenin ve umut arasındaki ilişkiye özerkliğin ve yeterliğin aracılık ettiği görülmüştür. Kimlik gelişiminin seçeneklerin saplantılı araştırılması ve seçeneklerin derinlemesine araştırılmasından akademik güdülenme ve umut arasındaki ilişkiye ilişkisellik doyumunun aracılık ettiği söylenebilir.

Anahtar Kelimeler

kimlik, özerklik, yeterlik, ilişkisellik, akademik güdülenme, umut

THE ROLE OF PSYCHOLOGICAL NEEDS AS AN INTERMEDIARY IN THE LINK BETWEEN ADOLESCENTS’ IDENTITY DEVELOPMENT AND ACADEMIC MOTIVATION / HOPE

Öz

The purpose of this study was to investigate the mediating role satisfaction of basic psychological in the relationship of adolescent identity development, academic motivation and hope. Participants consisted of 480 high school students attending different high school in the biggest district of a city with a broad sociocultural system. The Personal Information Form, Dimensions of Identity Development Scale, Academic Movitation Scale, Basic Psychological Needs Scale - High School Form and Dispositional Hope Scale were administered as data collection tools. Since each basic psychological need was examined separately as an intermediary variable, different structural equality models had been established. According to the findings, autonomy and competence were mediated by the relationship between the dimensions of identity development other than the dimension of internal investment and academic motivation and hope. It can be said that from the obsessive search of the identity development and the in-depth research of the options, the satisfaction between the motivation and hope is mediated by the satisfaction of the relationship.

Anahtar Kelimeler

identity, autonomy, competence, relatedness, academic motivation, hope

Kaynakça

• AKMAN, Y. ve KORKUT, F. (1993). Umut ölçeği üzerine bir çalışma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 9(9), 193-202.
• AKTAŞ, N. (2016). Lise öğrencilerinin motivasyon kaynakları ve karar verme stratejileri. Yüksek lisans tezi. Adnan Menderes Üniversitesi, Sosyal Bilimler Enstitüsü, Aydın.
• ANDERSON, J. C. & GERBİNG, D. (1988). Structural modeling in practice: A review and recommended two-steps approach. Psychological Bulletin, 103(3), 411–423.
• ARNETT, J.J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55, 469-480.
• ARNETT J. J. (2007). Emerging adulthood: What is it, and what is it good for?. Child Development Perspectives. 1(2), 68-73.
• BAUMEISTER, R. & LEARY, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529.
• BERZONSKY, M. D. (1992). Identity style and coping strategies. Journal of Personality, 60(4). 771-788.
• BERZONSKY, M. D. (1999). Identity styles and hypothesis- testing strategies. The Journal of Social Psychology, 139(6), 784-789.
• BERZONSKY, M. D. (2003). The structure of ıdentity: Commentary on Jane Kroger’s view of ıdentity status transition. Identity: An International Journal of Theory and Research, 3(3), 231-345.
• BLUSTEIN, D. L. (1988). The relationship between motivational processes and career exploration. Journal of Vocational Behavior, 32, 345–357.
• BOZANOĞLU, İ. (2004). Akademik güdülenme ölçeği: geliştirmesi, geçerliği, güvenirliği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 37(2), 83-98.
• CHANG, E. C. (1998). Hope, problem-solving ability, and coping in a college student population: Some implications for theory and practice. Journal of Clinical Psychology, 54(7), 953-962.
• ÇELİK, H. E. ve YILMAZ, V. (2016). Lirsel 9.1 ile yapısal eşitlik modellemesi: temel kavramlar-uygulamalar-programlama (3. Baskı). Ankara: Anı Yayıncılık.
• DECI, E. L. & RYAN, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenium Press.
• DECI, E. L. & RYAN, R. M. (2000). The “What” and “Why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
• DECI, E. L., VALLERAND, R. J., PELLETİER, L. G. & RYAN, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3 and 4), 325-346.
• DENİZLİ, S. (2004). The role of hope and study skills in predicting test anxiety levels of university students. Yayımlanmamış yüksek lisans tezi. Orta Doğu Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
• DIEMER, M. A. & BLUSTEİN, D. L. (2007). Vocational hope and vocational ıdentity: Urban adolescents’ career development. Journal of Career Assessment, 15(1), 98-118.
• ERIKSON, E. H. (1963). Childhood and society. New York Norton.
• ERIKSON, E. H. (1968). Identity: Youth and crisis. New York: W.W. Norton & Company, Inc.
• FRAENKEL, J. R., WALLEN, N. E. & HYUN, H. (2011). How to design and evaluate research in education. New York: The McGraw-Hill.
• FULLİNWIDER-BUSH, N. & JACOBVITZ, D. B. (1993). The transition to young adulthood: generational boundary dissolution and female identity development. Fam Proc, 32, 87-103.
• GAGNE, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement 1. Motivation and Emotion, 27(3), 199–224.
• GNAMBS, T. & HANFSTİNGL, B. (2015). The decline of academic motivation during adolescence: an accelerated longitudinal cohort analysis on the effect of psychological need satisfaction. Educational Psychology, 36(9), 1698-1712.
• GUAY, F., RATELLE, C. F., ROY, A., & LİTALİEN, D. (2010). Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learning and Individual Differences, 20(6), 644-653.
• KENNY, M. E., WALSH-BLAİR, L.Y., BLUSTEİN, D. L., BEMPECHAT, J. & SELTZER, J. (2010). Achievement motivation among urban adolescents: Work hope, autonomy support, and achievement-related beliefs. Journal of Vocational Behavior, 77. 205–212.
• KUNNEN, E. S. (2006). Are conflicts the motor in identity change? Identity, 6 (2), 169-186.
• KUNNEN, E. S. & BOSMA, A. H. (2003). Fischer's skill theory applied to identity development: A response to Kroger, Identity, 3(3), 247-270.
• LA GUARDIA, J. G. (2009). Developing who i am: A self-determination theory approach to the establishment of healthy identities. Educatıonal Psychologıst, 44(2), 90–104.
• LEE, S.Y. (2007). The relations between the student–teacher trust relationship and school success in the case of Korean middle schools. Educational Studies, 33(2), 209-216.
• LUYCKX, K., GOOSSENS, L., SOENENS, B. & BEYERS, W. (2006). Unpacking commitment and exploration: Validation of an ıntegrative model of adolescent ıdentity formation. Journal of Adolescence, 29, 361–378. LUYCKX, K., SCHWARTZ, S. J., BERZONSKY, M. D., SOENENS, B., VANSTEENKİSTE, M., SMİTS, I. & GOOSSENS, L. (2008). Capturing ruminative exploration: Extending the four-dimensional model of ıdentity formation in late adolescence. Journal of Research in Personality, 42, 58–82.
• MARCIA, J. E. (1966). Development and valıdatıon of egoıdentıty status. Journal of Personality and Social Psychology 3(5), 551-558.
• MASLOW, A. H. (1987). Motivation and personality. New York: Harper & Row.
• MEEUS, W., OOSTERWEGEL, A. & VOLLEBERGH, W. (2002). Parental and peer attachment and identity development in adolescence. Journal of Adolescence, 25, 93–106.
• MORSÜNBÜL, Ü. (2011). Ergenlikte özerkliğin ve kimlik biçimlenmesinin öznel iyi oluş üzerindeki etkisi. Yayımlanmamış doktora tezi. Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• MORSÜNBÜL, Ü. ve ÇOK, F. (2013). Kimlik gelişiminde yeni bir boyut: Seçeneklerin saplantılı araştırılması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5(40), 232-244.
• RYAN, R. M. (1995). Psychological needs and the facilitation of ıntegrative processes. Journal of Personality, 63(3), 398–427.
• RYAN, R. M. & DECİ, E. L. (2000a). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. The American Psychologist, 55(1), 68–78.
• RYAN, R. M. & DECİ, E. L. (2000b). The darker and brighter sides of human existence : Basic psychological needs as a unifying concept. Psychological Inquiry, 11(4), 319–338.
• RYAN, R. M., & SAPP, A. R. (2009). Basic psychological needs: a self-determination theory perspective on the promotion of wellness across development and cultures. In Gough, I. and McGregor, A. (Eds.), Wellbeing in developing countries, (pp 71-92). Cambridge: Cambridge University Press.
• SANTROCK, J. W. (2016). Adolescence (6th ed.). New York: McGraw Hill Education.
• SCHMITT-RODERMUND, E. & VONDRACEK, F. W. (1999). Breadth of interests, exploration, and identity development in adolescence. Journal of Vocational Behavior, 55, 298–317.
• SMOLLAR, J. & YOUNİSS, J. (1989). Transformations in adolescents' perceptions of parents. Internatıonal Journal of Behavıoral Development, 2(1), 71-84.
• SNYDER, C. R., FELDMAN, D. B., SHOREY, H. S. & RAND K.L. (2002). Hopeful choices: A scholl counselor’s guide to hope theory. Professional School Counseling, 5(5), 298-307.
• SNYDER, C. R., HARRİS, C., ANDERSON, J. R HOLLERAN, S. A., IRVİNE, L. M., SİGMON, S. T., YOSHİNOBU, L., GİBB, J., LANGELLE, C. & HARNEY, P. (1991). The will and the ways: Development and validation of an ındividual-differences measure of hope. Journal of Personality and Social Psychology, 60(4), 570– 585.
• SNYDER, C. R., RAND, K. L. & SİGMON, D. R. (2002). Hope theory: A member of the positive psychology family. In Snyder, C. R and Lopez, S. J. (Eds.), Handbook of positive psychology (pp. 257-276). New York: Oxford University Press.
• ŞAHİN, S. E. ve KORKUT-OWEN, F. (2009). Psikolojik ihtiyaçları farklı lise öğrencilerinin saldırganlık düzeyleri. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(32), 64–74.
• TÜRK DİL KURUMU. (2006). Güncel Türkçe sözlük. http://sozluk.gov.tr/ adresinden edinilmiştir . WANDELER, C. & BUNDİCK, M. (2011). Hope and self-determination of young adults in the workplace. The Journal of Positive Psychology, 6(5), 341-354.
• WATERMAN, A. S. (2015). What does it mean to engage in identity exploration and to hold identity commitments? A methodological critique of multidimensional measures for the study of identity processes. Identity, 15(4) 309-349.