BibTex RIS Kaynak Göster

Fine Arts Education Students’ Motivation and Achievement Levels in Teacher Education

Yıl 2008, Cilt: 23 Sayı: 23, 47 - 60, 01.01.2008

Öz

The purpose of this study was to determine the achievement levels, and the factors affecting the achievement of the students in the departments of Teaching Music and Teaching Art in pedacological courses. The findings of the study revealed that students in Teaching Music and Teaching Arts had lower grades in pedacological courses than the students in other areas of teaching. The analysis made to understand why these diferences were found showed that students in Teaching Music and Teaching Arts had lower task value in pedacological courses. The low task value placed to pedacological courses was negatively related to instrinsic motivation and deep strategy use.

Kaynakça

  • Anderson, L. M., Brubaker, N. L., Alleman-Brooks, J., & Duffy, G. G. (1985). A qualitative study of seatwork in first-grade classrooms. The Elementary School Journal, 86(2), 123-140.
  • Bandura, A. (1982). The assessment and predictive generality of self-percepts of efficacy. Journal of Behavior Therapy & Experimental Psychiatry. 13(3), 195-199.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bandalos, D. L., Yates, K., & Thorndike-Christ, T. (1995). Effects of math self-concept, perceived self-efficacy, and attributions for failure and success on test anxiety. Journal of Educational Psychology, 87, 611-623.
  • Belmont, M., Skinner, E., Wellborn, J., & Connell, J.P. (1992). Teacher as Social Context (TASC): Two measures of teacher provision of involvement, structure, and autonomy support: Student report measure (Tech. Rep). Rochester, NY: University of Rochester.
  • Büyüköztürk, Ş., Akgün, Ö. E., Özkahveci, Ö., Demirel, F. (2004). Güdülenme ve öğrenme stratejileri ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4 (2), 207-239.
  • Chemers, M. M., Hu, L. & Garcia, B. F. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology. 93(1), 55-64.
  • Deci, E. L., Nezlek, J., & Sheinman, L. (1981). Charecteristics of the rewarder and instrinsic motivation of rewardee. Journal of Personality and Social Psychology, 40, 1-10.
  • Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024-1037.
  • Deci, E. L., Schwartz, A., Sheinman, L., & ve Ryan, R. M. (1981). An instrument to assess adults’ orientations toward control versus autonomy with children: Reflections on instrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642-650.
  • Eccles, J. (1983). Expectancies, values, and academic behaviors. In J.T. Spence (Ed.), Achievement and achievement motives (pp. 75-146). San Francisco: Freeman.
  • Eccles, J. S., & Wigfield, A. (1985). Teacher expectations and student motivation. In J. Dusek (Ed.), Teacher expectancies (pp. 185-226). Hillsdale, NJ: Lawrence Erlbaum.
  • Flink, C., Boggiano, A. K., Main, D. S., Barrett, M., & ve Katz, P. A. (1992). Children’s achievement related behaviors: The role of extrinsic and instrinsic motivational orientations. In A. K. Boggiano & T. S. Pittman (Eds.), Achievement and Motivation: A Social- Developmental Perspective (pp.189-214). New York: Cambridge University Press.
  • Koestner, R., Ryan, R. M., Bernieri, F., & Holt, K. (1984). Setting limits on children’s behavior: The differentail effects of controlling versus informational styles on instrinsic motivation and creativity. Journal of Personality, 52, 233-248.
  • Meece, J. L., Wigfield. A., Eccles J. S. (1990). Predictors of math anxiety and its consequences for young adolescents' course enrollment intentions and performances in mathematics. Journal of Educational Psychology, 82, 60-70.
  • The National Association for Music Education. (2002). Benefits of Music Education. Brochure, Spring.
  • Özgüngör, S. (2003). Mükemmelliyetçilik ve Özerklik Destekleyici Davranışların Amaç Tarzları ile İlişkisi. Eğitim ve Bilim, 28(127), 25-30.
  • Özgüngör, S. (2006). Üniversite Öğrencilerinin Amaç Tarzlarının Ve Öğretmenlerinin Özerklik Destekleyici Davranışlarına İlişkin Algılarının Öğrencinin Motivasyonu Ve Akademik Davranışlarıyla İlişkisi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 25, 27-36.
  • Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In C. Ames and M. Maehr (Eds.), Advances in motivation and achievement: Motivation enhancing environments, (Vol. 6, pp. 117-160). Greenwich, CT: JAI Press.
  • Pintrich, P. R., ve Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In M. Maehr and P. R. Pintrich (Eds.), Advances in motivation and achievement: Goals and self-regulatory processes, (Vol. 7., pp. 371- 402). Greenwich, CT: JAI.
  • Pintrich, P.R., Roeser, R., & De Groot, E. (1994). Classroom and individual differences in early adolescents’ motivation self- regulated learning. Journal of Early Adolescence, 14, 139-161.
  • Pintrich, PR., & Schrauben, B. (1992). Students' motivational beliefs and their cognitive engagement in classroom academic tasks. In D.H. Schunk ve J.L. Meece (Eds.), Student perceptions in the classroom (pp. 149-183). Hillsdale, NJ: Erlbaum.
  • Pintrich, P.R., Smith, D.A.R, Garcia, T. ve McKeachie, W. (1991). A Manual For The Use Of The Motivated Strategies For Learning Questionnaire (MSLQ). University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI.
  • Rauscher, F. H., Shaw, G. L., Levine, L. J., Wright, E. L., Dennis, W. R., & Newcomb, R. L. (1997). Music training causes long-term enhancement of preschool children's spatial-temporal reasoning. Neurological Research, 19(1), 1-8.
  • Schunk, D. (1989). Self-efficacy and cognitive achievement: implications for students with learning problems. Journal of Learning Disabilities, 22, 14-22.
  • Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 75-99). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • VanZile-Tamsen, C. (2001). The predictive power of expectancy of success and task value for college students' self-regulated strategy use.Journal of College Student Development, 42(3) 233-241.

Güzel Sanatlar Eğitimi Öğrencilerinin Öğretmenlik Meslek Bilgisi Derslerine İlişkin Motivasyon ve Başarı Düzeyleri

Yıl 2008, Cilt: 23 Sayı: 23, 47 - 60, 01.01.2008

Öz

Bu araştırmanın amacı Güzel Sanatlar Eğitimi lisan programına devam eden öğrencilerin öğretmenlik meslek bilgisi derslerindeki başarı durumlarının ve başarılarına etki eden etkenlerin belirlenmesidir. Araştırmanın ilk aşamasında Güzel Sanatlar Eğitimi öğretmenliği lisans programlarına devam eden öğrencilerin öğretmenlik meslek bilgisi derslerine ilişkin başarı puanlarının diğer bölüm öğrencilerinin başarı puanlarından düşük olduğu belirlenmiştir. Bu bulguların olası nedenlerine ışık tutmak amacıyla yapılan analizler Müzik ve Resim Eğitimi ABD’nda eğitim alan öğrencilerin öğretmenlik meslek bilgisi derslerine diğer bölüm öğrencilerinden daha az değer verdikleri bulunmuştur. Derse verilen düşük değer ise öğrencilerin içsel motivasyonları ve derin strateji kullanımları ile negatif yönde ilişkili bulunmuştur.

Kaynakça

  • Anderson, L. M., Brubaker, N. L., Alleman-Brooks, J., & Duffy, G. G. (1985). A qualitative study of seatwork in first-grade classrooms. The Elementary School Journal, 86(2), 123-140.
  • Bandura, A. (1982). The assessment and predictive generality of self-percepts of efficacy. Journal of Behavior Therapy & Experimental Psychiatry. 13(3), 195-199.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bandalos, D. L., Yates, K., & Thorndike-Christ, T. (1995). Effects of math self-concept, perceived self-efficacy, and attributions for failure and success on test anxiety. Journal of Educational Psychology, 87, 611-623.
  • Belmont, M., Skinner, E., Wellborn, J., & Connell, J.P. (1992). Teacher as Social Context (TASC): Two measures of teacher provision of involvement, structure, and autonomy support: Student report measure (Tech. Rep). Rochester, NY: University of Rochester.
  • Büyüköztürk, Ş., Akgün, Ö. E., Özkahveci, Ö., Demirel, F. (2004). Güdülenme ve öğrenme stratejileri ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4 (2), 207-239.
  • Chemers, M. M., Hu, L. & Garcia, B. F. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology. 93(1), 55-64.
  • Deci, E. L., Nezlek, J., & Sheinman, L. (1981). Charecteristics of the rewarder and instrinsic motivation of rewardee. Journal of Personality and Social Psychology, 40, 1-10.
  • Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024-1037.
  • Deci, E. L., Schwartz, A., Sheinman, L., & ve Ryan, R. M. (1981). An instrument to assess adults’ orientations toward control versus autonomy with children: Reflections on instrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642-650.
  • Eccles, J. (1983). Expectancies, values, and academic behaviors. In J.T. Spence (Ed.), Achievement and achievement motives (pp. 75-146). San Francisco: Freeman.
  • Eccles, J. S., & Wigfield, A. (1985). Teacher expectations and student motivation. In J. Dusek (Ed.), Teacher expectancies (pp. 185-226). Hillsdale, NJ: Lawrence Erlbaum.
  • Flink, C., Boggiano, A. K., Main, D. S., Barrett, M., & ve Katz, P. A. (1992). Children’s achievement related behaviors: The role of extrinsic and instrinsic motivational orientations. In A. K. Boggiano & T. S. Pittman (Eds.), Achievement and Motivation: A Social- Developmental Perspective (pp.189-214). New York: Cambridge University Press.
  • Koestner, R., Ryan, R. M., Bernieri, F., & Holt, K. (1984). Setting limits on children’s behavior: The differentail effects of controlling versus informational styles on instrinsic motivation and creativity. Journal of Personality, 52, 233-248.
  • Meece, J. L., Wigfield. A., Eccles J. S. (1990). Predictors of math anxiety and its consequences for young adolescents' course enrollment intentions and performances in mathematics. Journal of Educational Psychology, 82, 60-70.
  • The National Association for Music Education. (2002). Benefits of Music Education. Brochure, Spring.
  • Özgüngör, S. (2003). Mükemmelliyetçilik ve Özerklik Destekleyici Davranışların Amaç Tarzları ile İlişkisi. Eğitim ve Bilim, 28(127), 25-30.
  • Özgüngör, S. (2006). Üniversite Öğrencilerinin Amaç Tarzlarının Ve Öğretmenlerinin Özerklik Destekleyici Davranışlarına İlişkin Algılarının Öğrencinin Motivasyonu Ve Akademik Davranışlarıyla İlişkisi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 25, 27-36.
  • Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In C. Ames and M. Maehr (Eds.), Advances in motivation and achievement: Motivation enhancing environments, (Vol. 6, pp. 117-160). Greenwich, CT: JAI Press.
  • Pintrich, P. R., ve Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In M. Maehr and P. R. Pintrich (Eds.), Advances in motivation and achievement: Goals and self-regulatory processes, (Vol. 7., pp. 371- 402). Greenwich, CT: JAI.
  • Pintrich, P.R., Roeser, R., & De Groot, E. (1994). Classroom and individual differences in early adolescents’ motivation self- regulated learning. Journal of Early Adolescence, 14, 139-161.
  • Pintrich, PR., & Schrauben, B. (1992). Students' motivational beliefs and their cognitive engagement in classroom academic tasks. In D.H. Schunk ve J.L. Meece (Eds.), Student perceptions in the classroom (pp. 149-183). Hillsdale, NJ: Erlbaum.
  • Pintrich, P.R., Smith, D.A.R, Garcia, T. ve McKeachie, W. (1991). A Manual For The Use Of The Motivated Strategies For Learning Questionnaire (MSLQ). University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI.
  • Rauscher, F. H., Shaw, G. L., Levine, L. J., Wright, E. L., Dennis, W. R., & Newcomb, R. L. (1997). Music training causes long-term enhancement of preschool children's spatial-temporal reasoning. Neurological Research, 19(1), 1-8.
  • Schunk, D. (1989). Self-efficacy and cognitive achievement: implications for students with learning problems. Journal of Learning Disabilities, 22, 14-22.
  • Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 75-99). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • VanZile-Tamsen, C. (2001). The predictive power of expectancy of success and task value for college students' self-regulated strategy use.Journal of College Student Development, 42(3) 233-241.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Sevgi Özgüngör Bu kişi benim

Şahin Kapıkıran Bu kişi benim

Yayımlanma Tarihi 1 Ocak 2008
Gönderilme Tarihi 1 Ağustos 2014
Yayımlandığı Sayı Yıl 2008 Cilt: 23 Sayı: 23

Kaynak Göster

APA Özgüngör, S., & Kapıkıran, Ş. (2008). Güzel Sanatlar Eğitimi Öğrencilerinin Öğretmenlik Meslek Bilgisi Derslerine İlişkin Motivasyon ve Başarı Düzeyleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 23(23), 47-60.