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ÜÇLÜ MOTİVASYONEL İKLİM ÖLÇEĞİNİN ORTAÖĞRETİM ÖĞRENCİLERİ İÇİN GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI.

Yıl 2009, Cilt: 20 Sayı: 1, 6 - 15, 01.02.2009

Öz

Kaynakça

  • Agbuga B, Xiang P. (2005). Gender Differences Among Turkish High School Students in Physical Education: An Achievement Goal Theory Approach; Research Quarterly for Exercise & Sport (SCI), 75 (1), (Supplement), A-5.
  • Agbuga B, Xiang P. (2008). Achievement goals and their relations to self-reported persistence/effort in secondary physical education: A trichotomous achievement goal framework. Journal of Teaching in Physical Education, 27, 179-191.
  • Alpar R. (2001). Spor Bilimlerinde Uygulamalı İstatistik. Ankara: Nobel Yayın Dağıtım.
  • Ames C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84: 261–271.
  • Ames C, Archer J. (1988). Achievement goals in the classroom: students’ learning strategies and motivation process. Journal of Educational Psychology, 80, 260-267.
  • Barkoukis V, Thİgersen-Ntoumani C, Ntoumanis N, Nikitaras N. (2007). Achievement goals in physical education: examining the predictive ability of five different dimensions of motivational climate. European Physical Education Review, 13, 267-285.
  • Barnes JK, Page A, McKenna J. (1997). Goal orientation and motivational climate of international rowers during training and competition seasons. Journal of Sport Science, 15, 70-71.
  • Büyüköztürk Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı. Eğitim Yönetimi Dergisi, (32), 470-483.
  • Cury F, Da Fonseca D, Rufo M, Peres C, Sarrazin P. (2003). The trichotomous model and investment in learning to prepare for a sport test: A mediational analysis. British Journal of Educational Psychology, 73, 529-543.
  • Duda JL. (1993). Goals: A social-cognitive approach to the study of achievement motivation in sport. (RN Singer, M Murphey, LK Tennant, Ed.), Handbook of Research on Sport Psychology. New York: Macmillan. s. 421–36.
  • Duda JL, Nicholls J. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 290-299.
  • Dweck CS, Leggett EL. (1988). A social-cognitive approach to personality. Psychological Review, 95, 256-273.
  • Elliot AJ, Harackiewiczv JM. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461-475.
  • Elliot AJ. (1997). Integrating the “classic” and “contemporary” approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. (ML Maehs, PR Pintrich, Ed.), Advances In Motivation And Achievement Greenwich, CT: JAI Press s. 243-279.
  • Elliot AJ. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
  • Elliot AJ, Church MA. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
  • Field A. (2000). Discovering Statistics Using SPSS: Advanced Techniques for the Beginner. London: Sage.
  • Fincham FD, Hokoda A, Sanders R Jr. (1989). Learned helplessness, test anxiety, and academic achievement: A longitudinal analysis (Elektronik Sürümü). Child Development, 60, 138–145.
  • Frias CM, Dixon RA. (2005). Confirmatory factor structure and measurement invariance of the memory compensation questionniare. Psychological Assessment, 17(2), 168-178.
  • Hair J, Black B, Babin B, Anderson R, Tathan R. (2006). Multivariate Data Analysis (6ncı Baskı) New York: Prentice Hall.
  • Howard EA, Tinsley D. (1987). Uses of factor analysis in counseling psychology research. Journal of Counseling Psychology, 34(4), 414-434.
  • Hu L, Bentler PM. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, (6), 1-55.
  • Jaakkola T, Digelidis N. (2007). Establishing a positive motivational climate in physical education. (J Liukkonen, YV Auweele, D Alfermann, Y Theodorakis, Ed.), Psychology for Physical Educators, Student In Focus (s.4-16). (2nci Baskı). Champaign, IL: Human Kinetics.
  • Jöreskog K, Sörbom D. (1993) Lisrel 8: Structural Equation Modeling with the SIMPLIS Command Language. USA: Scientific Software International.
  • Kahn JH. (2006). Factor analysis in counseling psychology research, training and practice: Principles, advanes and application. Journal of Counseling Psychology, 34(5)684-718.
  • Kalaycı Ş. (2006). Faktör Analizi. SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri. (Ş Kalaycı, Ed.), Ankara: Asil Yayın Dağıtım LTD . ŞTİ.
  • Kavussanu M, Roberts GC. (1996). Motivation in physical activity contexts: The relationship of perceived motivational climate to intrinsic motivation and self- efficacy. Journal of Sport and Exercise Psychology, 18(3), 264–280.
  • Kline P. (1994) An Easy Guide To Factor Analysis. London: Routledge.
  • Kline RB. (2005). Principles and Practice of Structural Equation Modeling (2inci Baskı) New York: Guilford Press.
  • McDonald RP, Ho RM. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7, 64-82.
  • Mishel MH. (1998). Methodological Studies: Instrument Development. (PJ Brink, MJ Wood, Ed.), Advanced Design in Nursing Research, (2inci baskı), (s. 235-286). New Delhi: SAGE Publications. 32. Nicholls JG. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
  • Nicholls JG. (1989). The Competitive Ethos And Democratic Education. Cambridge, MA: Harvard University Press.
  • Papaioannou A. (1994). Development of a questionnaire to measure achievement orientations in physical education. Research Quarterly for Exercise and Sport, 65, 11-20.
  • Scherer RF. (1988). Dimensionality of coping: Factor stability using the ways of coping questionnaire. Psychological Report, 62, 76-77.
  • Schermelleh-Engel K, Moosbrugger H, Müller H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8, 23-74.
  • Schumacker RE, Lomax RG. (2004). A Beginner’s Guide to Structural Equation Modeling, (2inci Baskı) New Jersey: Lawrence Erlbaum Associates, Publishers, .
  • Seifritz JJ, Duda JL, Chi L. (1992) The relationship of perceived motivational climate to intrinsic motivation and beliefs about success in basketball. Journal of Sport Exercise Psychology, 14, 375-91.
  • Şimşek ÖF. (2007). Yapısal Eşitlik Modellemesine Giriş. Ankara: Ekinoks, .
  • Tezbaşaran AA. (1996). Likert Tipi Ölçek Geliştirme Kılavuzu. Ankara: Türk Psikologlar Derneği Yayınları.
  • Thompson B. (2000). Ten commandments of structural equation modeling. (L Grim, P Yarnold, Ed.), Reading and Understanding More Multivariate Statistics (s. 261-284). Washington, DC: American Psychological Association.
  • Toros T. (2001). Elit ve Elit Olmayan Erkek Hedef Basketbolcularda (Motivasyonel) İklim ve Hedeflerin Özgünlük, Güçlük Derecesi Özelliklerinin Yaşam Doyumuna Etkisi . Yayınlanmamış Yüksek Lisans Tezi, Mersin Üniversitesi. Sağlık Bilimleri Enstitüsü. Yönelimi, Güdüsel
  • Treasure DC, Roberts GC. (1998). Relationship between female adolescents’ achievement goal orientations, perceptions of the motivational climate, beliefs about success and sources of satisfaction in basketball. International Journal of Sport Psychology, 29, 211-230.
  • Walling ML, Duda JL, Chi L. (1993). The perceived motivational climate in sport questionnaire: construct and predictive validity. Journal of Sport and Exercise Psychology, 15, 172-183.
  • Xiang P, Lee A. (2002). Achievement goals, perceived motivational climate, and students’ self-reported mastery behaviors. Research Quarterly for Exercise and Sport, 73, 58–65.

ÜÇLÜ MOTİVASYONEL İKLİM ÖLÇEĞİNİN ORTAÖĞRETİM ÖĞRENCİLERİ İÇİN GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI.

Yıl 2009, Cilt: 20 Sayı: 1, 6 - 15, 01.02.2009

Öz

B u çalışmanın amacı, Üçlü Motivasyonel İklim Ölçeğinin ortaöğretim öğrencileri için geçerlik ve güvenirliğini saptanmaktır. Araştırmaya, Ankara ili merkez ilçedeki üç farklı ortaöğretim kurumunda öğrenim gören 829 kız ve 776 erkek olmak üzere toplam 1605 (X Yaş=15.67±1.19) öğrenci gönüllü olarak katılmıştır. Motivasyonel İklim Ölçeği, Bülent Agbuga ve Ping Xiang tarafından 2008 yılında; Duda ve Nicholls (1992), Elliot (1999) ve Elliot ve Church (1997) tarafından geliştirilen ölçeklerden alınan maddelerle oluşturulmuştur. Yirmi dokuz maddeden oluşan Üçlü Motivasyonel İklim Ölçeği 7’li derecelendirmeye sahip Likert tipi bir ölçektir. Ölçeğin faktör yapısını belirlemek amacı ile ölçekten elde edilen veriler faktör analizine tabi tutulmuştur. Açımlayıcı faktör analizi sonrası, 4. maddenin faktör yük değerinin 0.35’in altında olduğu görülmüş ve uzman görüşü sonrası bu maddenin ölçekten çıkarılarak kalan 28 madde için faktör analizinin tekrar yapılmasına karar verilmiştir. Varimax döndürme tekniği ile elde edilen özdeğeri 1.00’den büyük üç faktör ortaya çıkmıştır. Bu üç faktör, toplam değişkenliğin % 44.73’ünü açıklamaktadır. Doğrulayıcı faktör analizi sonuçlarına göre tüm değerlerin (GFI = .91, AGFI = .95, NFI = .91, CFI = .92, SRMR = 0.049, RMSEA = .072) üç faktörlü yapıda kabul edilebilir bir uygunluk gösterdiği ortaya konmuştur. Ölçeğin iç tutarlılığını belirlemede kullanılan Cronbach Alfa değerleri ölçeğin geneli için 0.87; ustalık alt boyutu için 0.71; performans yaklaşımı alt boyutu için 0.74 ve performans kaçınımı alt boyutu için 0.74 olarak hesaplanmıştır. Elde edilen güvenirlik katsayıları ölçeğin yüksek güvenirliğe sahip olduğunu göstermektedir

Kaynakça

  • Agbuga B, Xiang P. (2005). Gender Differences Among Turkish High School Students in Physical Education: An Achievement Goal Theory Approach; Research Quarterly for Exercise & Sport (SCI), 75 (1), (Supplement), A-5.
  • Agbuga B, Xiang P. (2008). Achievement goals and their relations to self-reported persistence/effort in secondary physical education: A trichotomous achievement goal framework. Journal of Teaching in Physical Education, 27, 179-191.
  • Alpar R. (2001). Spor Bilimlerinde Uygulamalı İstatistik. Ankara: Nobel Yayın Dağıtım.
  • Ames C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84: 261–271.
  • Ames C, Archer J. (1988). Achievement goals in the classroom: students’ learning strategies and motivation process. Journal of Educational Psychology, 80, 260-267.
  • Barkoukis V, Thİgersen-Ntoumani C, Ntoumanis N, Nikitaras N. (2007). Achievement goals in physical education: examining the predictive ability of five different dimensions of motivational climate. European Physical Education Review, 13, 267-285.
  • Barnes JK, Page A, McKenna J. (1997). Goal orientation and motivational climate of international rowers during training and competition seasons. Journal of Sport Science, 15, 70-71.
  • Büyüköztürk Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı. Eğitim Yönetimi Dergisi, (32), 470-483.
  • Cury F, Da Fonseca D, Rufo M, Peres C, Sarrazin P. (2003). The trichotomous model and investment in learning to prepare for a sport test: A mediational analysis. British Journal of Educational Psychology, 73, 529-543.
  • Duda JL. (1993). Goals: A social-cognitive approach to the study of achievement motivation in sport. (RN Singer, M Murphey, LK Tennant, Ed.), Handbook of Research on Sport Psychology. New York: Macmillan. s. 421–36.
  • Duda JL, Nicholls J. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 290-299.
  • Dweck CS, Leggett EL. (1988). A social-cognitive approach to personality. Psychological Review, 95, 256-273.
  • Elliot AJ, Harackiewiczv JM. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461-475.
  • Elliot AJ. (1997). Integrating the “classic” and “contemporary” approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. (ML Maehs, PR Pintrich, Ed.), Advances In Motivation And Achievement Greenwich, CT: JAI Press s. 243-279.
  • Elliot AJ. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
  • Elliot AJ, Church MA. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
  • Field A. (2000). Discovering Statistics Using SPSS: Advanced Techniques for the Beginner. London: Sage.
  • Fincham FD, Hokoda A, Sanders R Jr. (1989). Learned helplessness, test anxiety, and academic achievement: A longitudinal analysis (Elektronik Sürümü). Child Development, 60, 138–145.
  • Frias CM, Dixon RA. (2005). Confirmatory factor structure and measurement invariance of the memory compensation questionniare. Psychological Assessment, 17(2), 168-178.
  • Hair J, Black B, Babin B, Anderson R, Tathan R. (2006). Multivariate Data Analysis (6ncı Baskı) New York: Prentice Hall.
  • Howard EA, Tinsley D. (1987). Uses of factor analysis in counseling psychology research. Journal of Counseling Psychology, 34(4), 414-434.
  • Hu L, Bentler PM. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, (6), 1-55.
  • Jaakkola T, Digelidis N. (2007). Establishing a positive motivational climate in physical education. (J Liukkonen, YV Auweele, D Alfermann, Y Theodorakis, Ed.), Psychology for Physical Educators, Student In Focus (s.4-16). (2nci Baskı). Champaign, IL: Human Kinetics.
  • Jöreskog K, Sörbom D. (1993) Lisrel 8: Structural Equation Modeling with the SIMPLIS Command Language. USA: Scientific Software International.
  • Kahn JH. (2006). Factor analysis in counseling psychology research, training and practice: Principles, advanes and application. Journal of Counseling Psychology, 34(5)684-718.
  • Kalaycı Ş. (2006). Faktör Analizi. SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri. (Ş Kalaycı, Ed.), Ankara: Asil Yayın Dağıtım LTD . ŞTİ.
  • Kavussanu M, Roberts GC. (1996). Motivation in physical activity contexts: The relationship of perceived motivational climate to intrinsic motivation and self- efficacy. Journal of Sport and Exercise Psychology, 18(3), 264–280.
  • Kline P. (1994) An Easy Guide To Factor Analysis. London: Routledge.
  • Kline RB. (2005). Principles and Practice of Structural Equation Modeling (2inci Baskı) New York: Guilford Press.
  • McDonald RP, Ho RM. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7, 64-82.
  • Mishel MH. (1998). Methodological Studies: Instrument Development. (PJ Brink, MJ Wood, Ed.), Advanced Design in Nursing Research, (2inci baskı), (s. 235-286). New Delhi: SAGE Publications. 32. Nicholls JG. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
  • Nicholls JG. (1989). The Competitive Ethos And Democratic Education. Cambridge, MA: Harvard University Press.
  • Papaioannou A. (1994). Development of a questionnaire to measure achievement orientations in physical education. Research Quarterly for Exercise and Sport, 65, 11-20.
  • Scherer RF. (1988). Dimensionality of coping: Factor stability using the ways of coping questionnaire. Psychological Report, 62, 76-77.
  • Schermelleh-Engel K, Moosbrugger H, Müller H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8, 23-74.
  • Schumacker RE, Lomax RG. (2004). A Beginner’s Guide to Structural Equation Modeling, (2inci Baskı) New Jersey: Lawrence Erlbaum Associates, Publishers, .
  • Seifritz JJ, Duda JL, Chi L. (1992) The relationship of perceived motivational climate to intrinsic motivation and beliefs about success in basketball. Journal of Sport Exercise Psychology, 14, 375-91.
  • Şimşek ÖF. (2007). Yapısal Eşitlik Modellemesine Giriş. Ankara: Ekinoks, .
  • Tezbaşaran AA. (1996). Likert Tipi Ölçek Geliştirme Kılavuzu. Ankara: Türk Psikologlar Derneği Yayınları.
  • Thompson B. (2000). Ten commandments of structural equation modeling. (L Grim, P Yarnold, Ed.), Reading and Understanding More Multivariate Statistics (s. 261-284). Washington, DC: American Psychological Association.
  • Toros T. (2001). Elit ve Elit Olmayan Erkek Hedef Basketbolcularda (Motivasyonel) İklim ve Hedeflerin Özgünlük, Güçlük Derecesi Özelliklerinin Yaşam Doyumuna Etkisi . Yayınlanmamış Yüksek Lisans Tezi, Mersin Üniversitesi. Sağlık Bilimleri Enstitüsü. Yönelimi, Güdüsel
  • Treasure DC, Roberts GC. (1998). Relationship between female adolescents’ achievement goal orientations, perceptions of the motivational climate, beliefs about success and sources of satisfaction in basketball. International Journal of Sport Psychology, 29, 211-230.
  • Walling ML, Duda JL, Chi L. (1993). The perceived motivational climate in sport questionnaire: construct and predictive validity. Journal of Sport and Exercise Psychology, 15, 172-183.
  • Xiang P, Lee A. (2002). Achievement goals, perceived motivational climate, and students’ self-reported mastery behaviors. Research Quarterly for Exercise and Sport, 73, 58–65.
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Ayşe Gökçe ERTURAN İlker Bu kişi benim

Yunus Arslan Bu kişi benim

Gıyasettin Demirhan Bu kişi benim

Yayımlanma Tarihi 1 Şubat 2009
Gönderilme Tarihi 31 Ocak 2015
Yayımlandığı Sayı Yıl 2009 Cilt: 20 Sayı: 1

Kaynak Göster

APA İlker, A. G. E., Arslan, Y., & Demirhan, G. (2009). ÜÇLÜ MOTİVASYONEL İKLİM ÖLÇEĞİNİN ORTAÖĞRETİM ÖĞRENCİLERİ İÇİN GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI. Spor Bilimleri Dergisi, 20(1), 6-15.

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