BibTex RIS Kaynak Göster
Yıl 2020, Cilt: 7 Sayı: 2, 1 - 9, 01.09.2020
https://doi.org/10.17220/ijpes.2020.02.001

Öz

Kaynakça

  • Akın, A. (2007). Akademik Kontrol Odağı Ölçeği: Geçerlik ve güvenirlik çalışması. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 34(3), 9-17.
  • Bandura, A. (1995). Self-efficacy in changing societies. New York: Cambridge University Press.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York
  • Choi, N. (2005). Self-efficacy and self-concept as predictors of college students’ academic performance. Psychology in the Schools, 42(2), 197-205.
  • Coleman, J. S. (1966). Equality of education opportunity. Washington D.C, United States Government Printing Office
  • Duke, M., Nowicki, S. (1974). Locus of control and achievement: The confirmation of a theoretical expectation. Journal of Psychology, 87, 263-267.
  • Ekici, G. (2008). Sınıf yönetimi dersinin öğretmen adaylarının öğretmen özyeterlik algı düzeyine etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 98–110.
  • Elfström L. M. & Kreuter, M. (2006). Relationships Between Locus of Control, Coping Strategies and Emotional Well-Being in Persons With Spinal Cord Lesion. Journal of Psychology in Medical Settings, 13(1), 89-100. doi:10.1007/s10880-005-9001-8
  • Fox. J., & Weisberg. S. (2018). Companion to Applied Regression. [R package]. Retrieved from https://cran.r- project.org/package=car.
  • Friedman, I. A., & Kass, E. (2002). Teacher self efficacy: A classroom organization conceptualization. Teaching and Teacher Education, 18, 675-686.
  • Friedman, I. A. (2003). Self-efficacy and burnout in teaching: the importance of interpersonal relations efficacy. Social Psychology of Education, 6, 191-215.
  • Gürcan, A. (2005). Bilgisayar öz yeterliği algısı ile bilişsel öğrenme stratejileri arasındaki ilişki. Eğitim Araştırmaları, 19, 179-193.
  • Güvenç, H. (2011). Öğretmen adayı öğrencilerin mesleki öz yeterlilik algıları ile öğrenci başarısı sorumluluk algıları. e-Journal of New World Sciences Academy Education Sciences, 6(2), 1410-1421.
  • Hsieh, P. & Dwyer, F. (2009). The instructional effects of online reading strategies and learning styles on student academic achievement. Educational Technology & Society, 12(2), 36-50.
  • R Core Team (2019). R: A Language and environment for statistical computing. (Version 3.6) [Computer software]. Retrieved from https://cran.r-project.org/.
  • Ripley, B., Venables W., Bates. D. M., Hornik. K., Gebhardt. A., & Firth. D. (2018). MASS: Support Functions and Datasets for Venables and Ripley's MASS. [R package]. Retrieved from https://cran.r- project.org/package=MASS.
  • Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, 1–28.
  • Saracaloğlu A.S. & Dinçer B. (2009). A study on correlation between self-efficacy and academic motivation of prospective teachers. Procedia Social and Behavioral Sciences, 1, 320–325.
  • Saracaloğlu, A. S. Yenice, N., & Özden, B. (2013). An analysis of prospective science, social sciences and primary school teachers’ self-efficacy perceptions and focus of academic control. Pamukkale University Journal of Education, 34(2), 227-250.
  • Sarıçam, H., Duran, A. & Çardak, M. (2012). The Examination of Pre-school Teacher Candidates’ Academic Locus of Control Levels According to Gender and Grade. Mevlana International Journal of Education, 2(2), 67-74.
  • Schwarzer, R. & Jerusalem, M. (1995). Generalized self-efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35-37). Windsor, UK: NFER-Nelson
  • Şara, P. (2012). Sınıf öğretmeni adaylarının öğrenme ve ders çalışma stratejileri, problem çözme becerileri ve denetim odağı düzeylerinin çeşitli değişkenler açısından incelenmesi. Yayımlanmamış Doktora Tezi, Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.
  • Şeker, G., & Yavuzer, Y. (2017). Academic Locus of Control as a Predictor of School Burnout in Adolescents. Mersin University Journal of the Faculty of Education, 13(3), 919 – 935.
  • Taşkın, Ş. Ç., & Hacıömeroğlu, G. (2010). Öğretmen özyeterlik inanç ölçeğinin Türkçe’ye uyarlanması ve sınıf öğretmeni adaylarının özyeterlik inançları. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 27, 63-75.
  • The jamovi project (2020). jamovi. (Version 1.2) [Computer Software]. Retrieved from https://www.jamovi.org.
  • Wehmeyer, M. L. (1993). Gender differences in locus of control scores for students with learning disabilities. Perceptual and Motor Skills, 77, 359-366.
  • Yalçın, B., Tetik, S. & Açıkgöz, A. (2010). Yüksekokul öğrencilerinin problem çözme becerisi algıları ile kontrol odağı düzeylerinin belirlenmesine yönelik bir araştırma. Organizasyon ve Yönetim Bilimleri Dergisi, 2(2).
  • Yeşilyaprak, B. (2004). Denetim odağı. Y. Kuzgun ve D. Deryakulu (Yay. haz.). Eğitimde Bireysel Farklılıklar içinde (s. 239-258). Ankara: Nobel Yayın Dağıtım.
  • Zimmerman, B.J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 614-623.
  • Zimmerman, B. J. (1995). Self-efficacy and educational development, In A. Bandura (Ed.), Selfefficacy in changing societies.(pp. 46-68). New York: Cambridge University Press.

Competence of Low-High Academic Control Focus and Its Place in Academic Success

Yıl 2020, Cilt: 7 Sayı: 2, 1 - 9, 01.09.2020
https://doi.org/10.17220/ijpes.2020.02.001

Öz

The main purpose of the study is the role of internal and external academic control focus on the success of prospective teachers. The study, which was designed to determine the role of academic control focus in general academic success GPA and competence, was carried out with 180 pre-service teachers, 44 of which are male and 136 are female. In order to make the focus of internal and external academic control categorically low and high, the median values are divided into two, and low and high internal and external academic control focus groups are obtained. Correlation analysis to examine the relationship between variables, t-test to determine whether GPA and competency variables differ from low and high internal and external academic control focus groups, to determine whether the t-test, GPA and competency variables predict low and high internal and external academic control focus groups. Binomial Logistic Regression analysis was performed. As a result of the analysis, it is seen that the external academic control focus has a negative relationship with GPA and competence, and the internal academic control focus has a positive relation with competence. According to the results of the T test, GPA and competency were higher in the external academic control focus groups, while competence was higher in the internal academic control focus group. According to the results of the Binomial Logistic Regression analysis, it was seen that competence predicted both internal towards high group and external towards low group academic control focus, while GPA did not predict both internal and external academic control focus groups. It is seen that being in the low and high internal and external academic control focus group in the research results, the pre-service teachers differed in their belief in success and their academic success.

Kaynakça

  • Akın, A. (2007). Akademik Kontrol Odağı Ölçeği: Geçerlik ve güvenirlik çalışması. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 34(3), 9-17.
  • Bandura, A. (1995). Self-efficacy in changing societies. New York: Cambridge University Press.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York
  • Choi, N. (2005). Self-efficacy and self-concept as predictors of college students’ academic performance. Psychology in the Schools, 42(2), 197-205.
  • Coleman, J. S. (1966). Equality of education opportunity. Washington D.C, United States Government Printing Office
  • Duke, M., Nowicki, S. (1974). Locus of control and achievement: The confirmation of a theoretical expectation. Journal of Psychology, 87, 263-267.
  • Ekici, G. (2008). Sınıf yönetimi dersinin öğretmen adaylarının öğretmen özyeterlik algı düzeyine etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 98–110.
  • Elfström L. M. & Kreuter, M. (2006). Relationships Between Locus of Control, Coping Strategies and Emotional Well-Being in Persons With Spinal Cord Lesion. Journal of Psychology in Medical Settings, 13(1), 89-100. doi:10.1007/s10880-005-9001-8
  • Fox. J., & Weisberg. S. (2018). Companion to Applied Regression. [R package]. Retrieved from https://cran.r- project.org/package=car.
  • Friedman, I. A., & Kass, E. (2002). Teacher self efficacy: A classroom organization conceptualization. Teaching and Teacher Education, 18, 675-686.
  • Friedman, I. A. (2003). Self-efficacy and burnout in teaching: the importance of interpersonal relations efficacy. Social Psychology of Education, 6, 191-215.
  • Gürcan, A. (2005). Bilgisayar öz yeterliği algısı ile bilişsel öğrenme stratejileri arasındaki ilişki. Eğitim Araştırmaları, 19, 179-193.
  • Güvenç, H. (2011). Öğretmen adayı öğrencilerin mesleki öz yeterlilik algıları ile öğrenci başarısı sorumluluk algıları. e-Journal of New World Sciences Academy Education Sciences, 6(2), 1410-1421.
  • Hsieh, P. & Dwyer, F. (2009). The instructional effects of online reading strategies and learning styles on student academic achievement. Educational Technology & Society, 12(2), 36-50.
  • R Core Team (2019). R: A Language and environment for statistical computing. (Version 3.6) [Computer software]. Retrieved from https://cran.r-project.org/.
  • Ripley, B., Venables W., Bates. D. M., Hornik. K., Gebhardt. A., & Firth. D. (2018). MASS: Support Functions and Datasets for Venables and Ripley's MASS. [R package]. Retrieved from https://cran.r- project.org/package=MASS.
  • Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, 1–28.
  • Saracaloğlu A.S. & Dinçer B. (2009). A study on correlation between self-efficacy and academic motivation of prospective teachers. Procedia Social and Behavioral Sciences, 1, 320–325.
  • Saracaloğlu, A. S. Yenice, N., & Özden, B. (2013). An analysis of prospective science, social sciences and primary school teachers’ self-efficacy perceptions and focus of academic control. Pamukkale University Journal of Education, 34(2), 227-250.
  • Sarıçam, H., Duran, A. & Çardak, M. (2012). The Examination of Pre-school Teacher Candidates’ Academic Locus of Control Levels According to Gender and Grade. Mevlana International Journal of Education, 2(2), 67-74.
  • Schwarzer, R. & Jerusalem, M. (1995). Generalized self-efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35-37). Windsor, UK: NFER-Nelson
  • Şara, P. (2012). Sınıf öğretmeni adaylarının öğrenme ve ders çalışma stratejileri, problem çözme becerileri ve denetim odağı düzeylerinin çeşitli değişkenler açısından incelenmesi. Yayımlanmamış Doktora Tezi, Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.
  • Şeker, G., & Yavuzer, Y. (2017). Academic Locus of Control as a Predictor of School Burnout in Adolescents. Mersin University Journal of the Faculty of Education, 13(3), 919 – 935.
  • Taşkın, Ş. Ç., & Hacıömeroğlu, G. (2010). Öğretmen özyeterlik inanç ölçeğinin Türkçe’ye uyarlanması ve sınıf öğretmeni adaylarının özyeterlik inançları. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 27, 63-75.
  • The jamovi project (2020). jamovi. (Version 1.2) [Computer Software]. Retrieved from https://www.jamovi.org.
  • Wehmeyer, M. L. (1993). Gender differences in locus of control scores for students with learning disabilities. Perceptual and Motor Skills, 77, 359-366.
  • Yalçın, B., Tetik, S. & Açıkgöz, A. (2010). Yüksekokul öğrencilerinin problem çözme becerisi algıları ile kontrol odağı düzeylerinin belirlenmesine yönelik bir araştırma. Organizasyon ve Yönetim Bilimleri Dergisi, 2(2).
  • Yeşilyaprak, B. (2004). Denetim odağı. Y. Kuzgun ve D. Deryakulu (Yay. haz.). Eğitimde Bireysel Farklılıklar içinde (s. 239-258). Ankara: Nobel Yayın Dağıtım.
  • Zimmerman, B.J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 614-623.
  • Zimmerman, B. J. (1995). Self-efficacy and educational development, In A. Bandura (Ed.), Selfefficacy in changing societies.(pp. 46-68). New York: Cambridge University Press.
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Article
Yazarlar

Şükrü Ada Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 7 Sayı: 2

Kaynak Göster

APA Ada, Ş. (2020). Competence of Low-High Academic Control Focus and Its Place in Academic Success. International Journal of Psychology and Educational Studies, 7(2), 1-9. https://doi.org/10.17220/ijpes.2020.02.001