The Profound Difference Concerning Flow in Achievement Orientations for High School Students

Merve Nur Şahan; Ayse Aypay

doi:10.17494/ogusbd.952848

EN

The Profound Difference Concerning Flow in Achievement Orientations for High School Students

Öz

This study aims at determining the relationship between achievement goal orientations and flow experiences in the academic context for high school students. In line with this purpose, Achievement Goal Orientation Scale and Flow Scale in the Academic Context were developed. After-wards, the relationships between learning and performance-approach goal orientations and flow experience were tested by structural equation modelling. The sample of this study consisted of 1916 students continu-ing their education in fourteen different state high schools in Turkey. Results demonstrated that learning-goal orientation predicted flow experience positively and at a high level; however, there was no relation between performance-approach goal orientation and flow experience. The results were interpreted in the light of literature, and suggestions for future research were presented.

Anahtar Kelimeler

Flow in Academic Context, Learning-Goal Orientation, Performance-Goal Orientation, Achievement Goal Orientations

Kaynakça

Ames, C. (1992). Classrooms: Goals structures and student motivation. Journal of Educational Psychol-ogy, 84(3), 261-271. doi:10.1037/0022-0663.84.3.261
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267. doi: 10.1037/0022-0663.80.3.26
Asakawa, K. (2004). Flow experience and autotelic personality in Japanese college students: How do they experience challenges in daily life? Journal of Happiness Studies, 5(2), 123-154. doi:10.1023/B:JOHS.0000035915.97836.89
Asakawa, K. (2010). Flow experience, culture, and well-being: How do autotelic Japanese college stu-dents feel, behave, and think in their daily lives? Journal of Happiness Studies, 11(2), 205-223. doi:10.1007/s10902-008-9132-3
Brown, T.A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Publications, Inc.
Büyüköztürk, Ş. (2015). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni SPSS uygula-maları ve yorum. Ankara: Pegem Akademi.
Carli, M., Delle Fave, A., & Massimini, F. (1988I). The quality of experience in the flow channels: Com-parison of Italian and U.S. students. In M. Csikszentmihalyi, & I. Csikszentmihalyi (Eds.), Optimal experience (pp. 288–306). Cambridge, England: Cambridge University Press.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper and Row.
Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers. Cambridge, England: Cambridge University Press.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048. doi:10.1037/0003-066X.41.10.1040

Dweck, C. S., & Elliot, E. (1983). Achievement motivation. In P. Mussen, & E. M. Heatherington (Eds.), Handbook of child psychology (pp. 643-691). New York: Wiley.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psycho-logical Review, 95(2), 256-273. doi:10.1037/0033-295X.95.2.256
Dysvik, A., & Kuvaas, B. (2012). Intrinsic and extrinsic motivation as predictors of work effort: The mod-erating role of achievement goals. British Journal of Social Psychology, 52(3), 412-430. doi:10.1111/j.2044-8309.2011.02090.x
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement moti-vation. Journal of Personality and Social Psychology, 72(1), 218-232. doi:10.1037/0022-3514.72.1.218
Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Per-sonality and Social Psychology, 54(1), 5-12. doi:10.1037/0022-3514.54.1.5
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic mo-tivation: A meditational analysis. Journal of Personality and Social Psychology, 70(3), 461-475. doi:10.1037/0022-3514.70.3.461
Elliot, A. J., & Moller, A. C. (2003). Performance-approach goals: good or bad forms of regulation? In-ternational Journal of Educational Research, 39(4-5), 339-356. doi:10.1016/j.ijer.2004.06.003
Grant, H. (2000). Achievement goals and their impact: Intrinsic motivation and achievement across the college transition (Unpublished doctoral dissertation). Columbia University, New York.
Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85(3), 541-553. doi:10.1037/0022-3514.85.3.541
Heyman, G. D., & Dweck, C. S. (1992). Achievement goals and intrinsic motivation: Their relation and their role in adaptive motivation. Motivation and Emotion, 16(3), 231-247. doi:10.1007/BF00991653
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conven-tional criteria versus new alternatives. Structural equation modeling: a multidisciplinary jour-nal, 6(1), 1-55.
Huang, C. (2011). Achievement goals and achievement emotions: A meta-analysis. Educational Psychol-ogy Review,23(3), 359-388. doi: 10.1007/s10648-011-9155-x
Jackson, S. A., & Eklund, R.C. (2004). The flow scales manual. Morgantown, WV: Fit-ness and Infor-mation Technology.
Jöreskog, K. G., & Sorbom, D. (1993). LISREL 8: Structural equation modeling with SIMPLIS command language. Chicago: Scientific Software International, Inc.
Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Edu-cational Psychology Review, 19(2), 141-184. doi:10.1007/s10648-006-9012-5
Kline, R. B. (2011). Principles and practices of structural equation modelling. New York, NY: The Guil-ford Press.
Lavigne, G. L., Forest, J., & Crevier-Braud, L. (2012). Passion at work and burnout: A two-study test of the mediating role of flow experiences. European Journal of Work and Organizational Psy-chology, 21(4), 518-546.
Maehr, M. L., & Zusho, A. (2009). Achievement goal theory the past, present, and future. In K. R. Wentzel, & A. Wigfield (Eds.), Handbook of Motivation at School (pp. 77-104). New York: Routledge.
Mayers, P. (1978). Flow in adolescence and its relation to school experience (Unpublished doctoral dissertation). University of Chicago, Chicago.
Meece, J. L., & Holt, K. (1993). A pattern analysis of students’ achievement goals. Journal of Educa-tional Psychology, 85(4), 582-590. doi:10.1037/0022-0663.85.4.582
Murayama, K., & Elliot, A. J. (2009). The joint influence of personal achievement goals and class-room goal structures on achievement-relevant outcomes. Journal of Educational Psychology, 101(2), 432-447. doi:10.1037/a0014221
Nakamura, J. (1988). Optimal experience and the uses of talent. In M. Csikszentmihalyi, & I. Csikszentmihalyi (Eds.), Optimal experience (pp. 319-326). Cambridge, England: Cambridge University Press.
Nakamura, J., & Csikszentmihalyi, M. (2002). Handbook of positive psycology. In C. R. Snyder, & S. J. Lopez (Eds.), The concept of flow (pp. 89-105). New York: Oxford University Press.
Nakamura, J., & Csikszentmihalyi, M. (2009). Flow theory and research. In S. J. Lopez, & C. R. Snyder (Eds.), Oxford handbook of positive psychology (pp. 195-206). New York, NY, US: Oxford University Press.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346. doi:10.1037/0033-295X.91.3.328
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ: Merrill Prentice-Hall.
Rawsthorne, L. J., & Elliot, A. J. (1999). Achievement goals and intrinsic motivation: A meta-analytic review. Personality and Social Psychology Review, 3(4), 326-344. doi:10.1207/s15327957pspr0304_3
Spinath, B., & Steinmayr, R. (2012). The roles of competence beliefs and goal orientations for change in intrinsic motivation. Journal of Educational Psychology, 104(4), 1135-1148. doi:10.1037/a0028115
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. USA: Pearson Education.
Wang, J. C. K., Liu, W. C., Lochbaum, M., & Stevenson, S. J. (2009). Sport ability beliefs, 2 x 2 achievement goals, and intrinsic motivation. Research Quarterly for Exercise and Sport, 80(2), 303-312.
Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orienta-tions to predict students’ motivation, cognition, and achievement. Journal of Educational Psy-chology, 96(2), 236-250. doi:10.1037/0022-0663.96.2.236
Yerdelen, S., Aydın, S., Yalmancı, S. B., & Göksu, V. (2014). Relationship between high school stu-dents’ achievement goal orientation and academic motivation for learning biology: A path anal-ysis. Education and Science, 39(176), 437-446.

Ayrıntılar

Birincil Dil

İngilizce

Konular

-

Bölüm

Araştırma Makalesi

Yazarlar

Merve Nur Şahan ^*
0000-0003-3124-5185
Türkiye

Ayse Aypay
0000-0001-5292-4270
Türkiye

Yayımlanma Tarihi

20 Haziran 2021

Gönderilme Tarihi

16 Mart 2021

Kabul Tarihi

9 Haziran 2021

Yayımlandığı Sayı

Yıl 2021 Cilt: 22 Sayı: 1

DOI

https://doi.org/10.17494/ogusbd.952848

IZ

https://izlik.org/JA67ZJ57GH

APA

Şahan, M. N., & Aypay, A. (2021). The Profound Difference Concerning Flow in Achievement Orientations for High School Students. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 22(1), 305-318. https://doi.org/10.17494/ogusbd.952848

AMA

1.Şahan MN, Aypay A. The Profound Difference Concerning Flow in Achievement Orientations for High School Students. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi. 2021;22(1):305-318. doi:10.17494/ogusbd.952848

Chicago

Şahan, Merve Nur, ve Ayse Aypay. 2021. “The Profound Difference Concerning Flow in Achievement Orientations for High School Students”. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi 22 (1): 305-18. https://doi.org/10.17494/ogusbd.952848.

EndNote

Şahan MN, Aypay A (01 Haziran 2021) The Profound Difference Concerning Flow in Achievement Orientations for High School Students. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi 22 1 305–318.

IEEE

[1]M. N. Şahan ve A. Aypay, “The Profound Difference Concerning Flow in Achievement Orientations for High School Students”, Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, c. 22, sy 1, ss. 305–318, Haz. 2021, doi: 10.17494/ogusbd.952848.

ISNAD

Şahan, Merve Nur - Aypay, Ayse. “The Profound Difference Concerning Flow in Achievement Orientations for High School Students”. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi 22/1 (01 Haziran 2021): 305-318. https://doi.org/10.17494/ogusbd.952848.

JAMA

1.Şahan MN, Aypay A. The Profound Difference Concerning Flow in Achievement Orientations for High School Students. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi. 2021;22:305–318.

MLA

Şahan, Merve Nur, ve Ayse Aypay. “The Profound Difference Concerning Flow in Achievement Orientations for High School Students”. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, c. 22, sy 1, Haziran 2021, ss. 305-18, doi:10.17494/ogusbd.952848.

Vancouver

1.Merve Nur Şahan, Ayse Aypay. The Profound Difference Concerning Flow in Achievement Orientations for High School Students. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi. 01 Haziran 2021;22(1):305-18. doi:10.17494/ogusbd.952848

Cited By

Psychometric properties of the Turkish version of the flow metacognitions questionnaire: Evidence from classical and network psychometric analyses

Metacognition and Learning

https://doi.org/10.1007/s11409-026-09459-z

Öz

The Profound Difference Concerning Flow in Achievement Orientations for High School Students

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster

Cited By

Psychometric properties of the Turkish version of the flow metacognitions questionnaire: Evidence from classical and network psychometric analyses