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ÖZ-DÜZENLEME STRATEJİLERİ VE MOTİVASYONEL İNANÇLARININ YORDAYICISI OLARAK ALGILANAN ANNE BABA TUTUMLARI

Yıl 2009, Cilt 7, Sayı 4, 781 - 811, 01.12.2009

Öz

Araştırmanın temel amacı, algılanan anne baba tutumlarının öğrencilerin öz-düzenleme stratejileri ve motivasyonel inançlarını yordama gücünü incelemektir. Araştırmada Yılmaz (2000) tarafından Türkçeye uyarlanan, “Anne Baba Tutum Ölçeği” ile Üredi (2005) tarafından Türkçeye uyarlanan “Öğrenmeye İlişkin Motivasyonel Stratejiler Ölçeği” kullanılmıştır. Ölçekler İstanbul’da orta sosyo-ekonomik düzeyde bir ilköğretim okulunda 350, 8. sınıf öğrencisine uygulanmıştır. Bulgular, algılanan anne baba tutumlarının bütün boyutlarının sınav kaygısı haricindeki motivasyonel inançların ve öz-düzenleme stratejilerinin anlamlı bir yordayıcısı olduğunu göstermiş, en büyük payın kabul/ilgi boyutuna ait olduğunu ortaya koymuştur. Sınav kaygısında ise algılanan anne baba tutumlarının yalnızca psikolojik özerklik boyutunun anlamlı bir yordayıcı olduğu belirlenmiştir.

Kaynakça

  • Alisinaoğlu, F. (2003). Çocukların denetim odağı ile algıladıkları anne tutumları arasındaki ilişkinin incelenmesi. Türk Eğitim Bilimleri Dergisi, 1(1), 97- 106.
  • Aunola, K., Stattin, H., Nurmi, J. E. (2000). Parenting style and adolescents’ achievement strategies. Journal of Adolescence, 23(2), 205-222.
  • Aydoğan, Y. E., Bekir, H. Ş. (1996). Annelerin kişisel özelliklerinin çocuğa karşı tutumlarına etkisi. II. Ulusal Eğitim Bilimleri Kongresi’nde sunulan bildiri, İstanbul.
  • Baumrind, D. (1991). The influence of parenting style on adolescencent competence and substain use. Journal of Early Adolescence, 11, 56-95.
  • Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Pyschologist, 1(2), 100-112.
  • Borkowski, J. G. (1996). Metacognition: theory or chapter heading? Learning and İndividual Difference, 8, 391-402.
  • Boveja, M. E. (1998). Parenting styles and adolescents’ learning strategies in the urban community. Journal of Multicultural Counseling and Development, 26(2), 110-120.
  • Bögels, S. M., Melick, M. V. (2004). The relationship between child-report, parent self-report, and partner report of perceived parental rearing behaviors and anxiety in children and parents. Personality and İndividual Differences, 37(8), 1583-1596.
  • Chung Wha, K. (1999). Social-cognitive factors influencing success on college entrance exams in South Korea. Presented at University of Southern California for Degree Doctor of Philosophy: United States, California. Retrieved April 11, 2005, from http://proquest.umi.com/pqdweb?did=730646331&sid= 2veFmt=2veclientId=46825veRQT=309veVName=PQD
  • Chye, S. W., Richard, A., Smith, I. (1997). Self-regulated learning in tertiary students: the role of culture and self-efficacy on strategy use and academic achievement. Paper presented at the Annual Conferance of the Australian Association for Research in Education. Retrieved March 12, 2003 from http://www.aare.edu.au/97pap/chyes350.htm
  • Çivitçi, A. (2000). Lise öğrencilerinin kendini kabul düzeyleri ile çocukluk dönemlerine ilişkin algıladıkları anne-baba davranışları arasındaki ilişki. Burdur Eğitim Fakültesi Dergisi, 1, 74-87.
  • Darling, N., Steinberg, L. (1993). Parenting style as contex: An integrative model. Psychological Bulletin, 113 (3), 487-496.
  • Dornbusch, S. M., Ritter, P. L. Leiderman, P. H., Roberts, D. F., Fraleigh, M. J. (1987). The relation of parenting style to adolescent school performance. Child Developmet, 58, 1244-1257.
  • Eaton, M. J., Dembo, M. H. (1997). Differences in the motivational beliefs of asian american and non-asian students. Journal of Educational Psychology, 3, 433-440.
  • Gonzalez, A. R., Holbein, M.F.D., Quilter, S. (2002). High school student’s goal orientation and their relationship to perceived parenting styles. Contemporary Educational Psychology, 27, 450-470.
  • Grolnick, W.S., Korowsky, C.O. (1999). Family process and development of children’s self-regulation. Educational Psychologist, 34(1), 3-12.
  • Grolnik, W. S., Ryan, R. M. (1989). Parent styles associated with children’s self- regulation and competence in school. Journal of Educational Psychology, 2, 143-154.
  • Huang, J., Prochner, L. (2004). Chinese parenting styles and children’s self- regulated learning. Journal of Research in Childhood Education, 18(3), 227-239.
  • Kağıtçıbaşı, Ç. (1981). Çocuğun değeri:Türkiye’de değerler ve doğurganlık. İstanbul: Boğaziçi Üniversitesi İdari Bilimler Fakültesi Yayınları.
  • Kulaksızoğlu, A. (1998). Ergenlik psikolojisi. İstanbul: Remzi Yayınevi.
  • Kurdek, L. A., Fine, M. A. (1994). Family acceptance and family control as predictors of adjustment in young adolescents: Linear, curvilinear, or interactive effects?. Child Development, 65, 1137-1146.
  • Lamborn, S. D., Mounts, N. S., Steinberg, L., Dornbush, S. M. (1991). Patterns of competence and adjustment among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development, 62, 1049-1065.
  • Leung, P. W. L., Kwan, K. S. F. (1998). Parenting styles, motivational orientations, and self-perceived academic competence: A mediational model. Merrill- Palmerr Quarterly, 44(1), 1-19.
  • Maccoby, E. E., Martin, J. A. (1983). Socialization in the contex of the family: Parent-child interaction. In P. H. Mussen (Series Ed.) ve E. M. Hetherington (Vol. Ed.), Handbook of child psychology: Vo.4. Socialization, personality, and social developmet (4th ed., pp.1-101) Newyork: Wiley.
  • Martinez-Pons, M. (1996). Test of a model of parental inducement of academic self- regulation. Journal of Experimental Education, 64(3), 213-228.
  • Mcclun, L. A., Merrel, K. W. (1998). Relationship of perceived parenting styles, locus of control orientation, and self-concept among junior high age students. Psychology in the Schools, 35(4), 381-390.
  • Niggemeyer-Hall, A. E. (2001). Family interaction factors and anxiety in adolescent females. Presented at Seattle Pacific University for Degree Doctor of Philosophy: Washington, USA. Retrieved April 11, 2004, from http://proquest.umi.com/pqdweb?did=729036801vesid=4veFmt=2veclientI d=46825veRQT=309veVName=PQD
  • Özyurt, B. E. (2004). Cinsiyet. Y. Kuzgun, D. Deryakulu (Ed.), Eğitimde Bireysel Farklılıklar (s.315-343). Ankara: Nobel Yayın.
  • Peleg-Popko, O., Klingman, A. (2002). Family environment, discrepancies between perceived actual and desirable environment, and children's test and trait anxiety. British Journal of Guidance ve Counselling, 30(4), 451.
  • Perry, N., Phillips, L., Dowler, J. (2004). Examining features of tasks and their potential to promote self-regulated learning. Teachers College Record, 106 (9), 1854-1879.
  • Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self- regulated learning. International Journal of Educational Research, 31, 459- 470.
  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self- regulalated learning in college students. Educational Psychology Review, 16(4), 385-407.
  • Pintrich, P. R., De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Pyschology, 82(1), 33-40.
  • Pintrich, R. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, M. Zeidner (Eds), Handbook of Self- Regulation (pp, 451-501). San Diego, CA: Academic Press.
  • Purdie, N., Carroll, A., Roche, L. (2004). Parenting and adolescent self-regulation. Journal of Adolescence, 27, 663-676.
  • Puustinen, M., Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269-286.
  • Rozendaal, J. S., Minnaert, A., Boekaerts, M. (2003). Motivation and self-regulated learning in secondary vocational education: İnformation processing type and gender differences. Learning and İndividual Differences, 13, 273-289.
  • Sharp, C. (2002). Study support and the development of self-regulated learner. Educational Research, 44(1), 29-42.
  • Steinberg, L. Elmen, J. D.,ve Mounts, N. S. (1989). Authoritative parenting, psychosocial maturity, and academic success among adolescents. Child Development, 60, 1424-1436.
  • Strage, A. A. (1998). Family context variables and the development of self- regulation in college students. Adolescence, 33(129), 17-32.
  • Sümer, N., Güngör, D. (1999). Çocuk yetiştirme stillerinin bağlanma stilleri, benlik değerlendirmeleri ve yakın ilişkiler üzerindeki etkisi. Türk Psikoloji Dergisi, 14(44), 35-58.
  • Üredi, I. (2005). Algılanan anne baba tutumlarının ilköğretim sekizinci sınıf öğrencilerinin öz-düzenleyici öğrenme stratejileri ve motivasyonel inançları üzerindeki etkisi. Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsün’de Doktora Tezi Olarak Sunulmuştur. İstanbul.
  • Winne, P. H., Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp.279-306). Hillsdale, NJ: Erlbaum.
  • Wolfradt, U., Hempel, S., Miles, J. N. V. (2003). Perceived parenting styles, depersonalization, anxiety and coping behaviour in adolescents. Personality and Individual Differences, 33(4), 521-532.
  • Wood, J. J., Mc Leod, B. D. Sigman, M. Hwang, W., Chu, B. C. (2003). Parenting and childhood anxiety: Theory, empirical findings, and future directions. Journal of Child Psychology and Psychiatry and Allied Disciplines, 44(1), 134.
  • Yılmaz, A. (2000). Anne-baba tutum ölçeğinin güvenirlik ve geçerlik çalışması. Çocuk ve Gençlik Ruh Sağlığı, 7(3), 160-172.
  • Yörükoğlu, A. (1992). Değişen toplumda aile ve çocuk. İstanbul: Özgür Yayınları.
  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Pyschology, 81(3), 329-339.
  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-7.
  • Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In B. J. Zimmerman ve D. H. Schunk (Eds.), Self- Regulated Learning From Teaching To Self- Reflective Practice (pp. 1-19). London: Guilford Press.

PERCEIVED PARENTING STYLES AS PREDICTOR OF STUDENTS’ SELF-REGULATED LEARNING STRATEGIES AND MOTIVATIONAL BELIEFS

Yıl 2009, Cilt 7, Sayı 4, 781 - 811, 01.12.2009

Öz

The main purpose of this study was to investigate that the predictive power of perceived parenting styles for self-regulated learning strategies and motivational beliefs. In this research, “Parenting Styles Scale” adapted into Turkish by Yılmaz (2000) and “The Motivated Strategies for Learning Questionnaire” adapted into Turkish by Uredi (2005) were used. Scales were applied to 350 8th grade students from a primary school which is a representative of middle socio-economic status in İstanbul. Findings revealed that all dimensions of perceived parenting styles predict to self- regulated learning strategies and motivational beliefs relating to academic performance in the classroom except for test anxiety.

Kaynakça

  • Alisinaoğlu, F. (2003). Çocukların denetim odağı ile algıladıkları anne tutumları arasındaki ilişkinin incelenmesi. Türk Eğitim Bilimleri Dergisi, 1(1), 97- 106.
  • Aunola, K., Stattin, H., Nurmi, J. E. (2000). Parenting style and adolescents’ achievement strategies. Journal of Adolescence, 23(2), 205-222.
  • Aydoğan, Y. E., Bekir, H. Ş. (1996). Annelerin kişisel özelliklerinin çocuğa karşı tutumlarına etkisi. II. Ulusal Eğitim Bilimleri Kongresi’nde sunulan bildiri, İstanbul.
  • Baumrind, D. (1991). The influence of parenting style on adolescencent competence and substain use. Journal of Early Adolescence, 11, 56-95.
  • Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Pyschologist, 1(2), 100-112.
  • Borkowski, J. G. (1996). Metacognition: theory or chapter heading? Learning and İndividual Difference, 8, 391-402.
  • Boveja, M. E. (1998). Parenting styles and adolescents’ learning strategies in the urban community. Journal of Multicultural Counseling and Development, 26(2), 110-120.
  • Bögels, S. M., Melick, M. V. (2004). The relationship between child-report, parent self-report, and partner report of perceived parental rearing behaviors and anxiety in children and parents. Personality and İndividual Differences, 37(8), 1583-1596.
  • Chung Wha, K. (1999). Social-cognitive factors influencing success on college entrance exams in South Korea. Presented at University of Southern California for Degree Doctor of Philosophy: United States, California. Retrieved April 11, 2005, from http://proquest.umi.com/pqdweb?did=730646331&sid= 2veFmt=2veclientId=46825veRQT=309veVName=PQD
  • Chye, S. W., Richard, A., Smith, I. (1997). Self-regulated learning in tertiary students: the role of culture and self-efficacy on strategy use and academic achievement. Paper presented at the Annual Conferance of the Australian Association for Research in Education. Retrieved March 12, 2003 from http://www.aare.edu.au/97pap/chyes350.htm
  • Çivitçi, A. (2000). Lise öğrencilerinin kendini kabul düzeyleri ile çocukluk dönemlerine ilişkin algıladıkları anne-baba davranışları arasındaki ilişki. Burdur Eğitim Fakültesi Dergisi, 1, 74-87.
  • Darling, N., Steinberg, L. (1993). Parenting style as contex: An integrative model. Psychological Bulletin, 113 (3), 487-496.
  • Dornbusch, S. M., Ritter, P. L. Leiderman, P. H., Roberts, D. F., Fraleigh, M. J. (1987). The relation of parenting style to adolescent school performance. Child Developmet, 58, 1244-1257.
  • Eaton, M. J., Dembo, M. H. (1997). Differences in the motivational beliefs of asian american and non-asian students. Journal of Educational Psychology, 3, 433-440.
  • Gonzalez, A. R., Holbein, M.F.D., Quilter, S. (2002). High school student’s goal orientation and their relationship to perceived parenting styles. Contemporary Educational Psychology, 27, 450-470.
  • Grolnick, W.S., Korowsky, C.O. (1999). Family process and development of children’s self-regulation. Educational Psychologist, 34(1), 3-12.
  • Grolnik, W. S., Ryan, R. M. (1989). Parent styles associated with children’s self- regulation and competence in school. Journal of Educational Psychology, 2, 143-154.
  • Huang, J., Prochner, L. (2004). Chinese parenting styles and children’s self- regulated learning. Journal of Research in Childhood Education, 18(3), 227-239.
  • Kağıtçıbaşı, Ç. (1981). Çocuğun değeri:Türkiye’de değerler ve doğurganlık. İstanbul: Boğaziçi Üniversitesi İdari Bilimler Fakültesi Yayınları.
  • Kulaksızoğlu, A. (1998). Ergenlik psikolojisi. İstanbul: Remzi Yayınevi.
  • Kurdek, L. A., Fine, M. A. (1994). Family acceptance and family control as predictors of adjustment in young adolescents: Linear, curvilinear, or interactive effects?. Child Development, 65, 1137-1146.
  • Lamborn, S. D., Mounts, N. S., Steinberg, L., Dornbush, S. M. (1991). Patterns of competence and adjustment among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development, 62, 1049-1065.
  • Leung, P. W. L., Kwan, K. S. F. (1998). Parenting styles, motivational orientations, and self-perceived academic competence: A mediational model. Merrill- Palmerr Quarterly, 44(1), 1-19.
  • Maccoby, E. E., Martin, J. A. (1983). Socialization in the contex of the family: Parent-child interaction. In P. H. Mussen (Series Ed.) ve E. M. Hetherington (Vol. Ed.), Handbook of child psychology: Vo.4. Socialization, personality, and social developmet (4th ed., pp.1-101) Newyork: Wiley.
  • Martinez-Pons, M. (1996). Test of a model of parental inducement of academic self- regulation. Journal of Experimental Education, 64(3), 213-228.
  • Mcclun, L. A., Merrel, K. W. (1998). Relationship of perceived parenting styles, locus of control orientation, and self-concept among junior high age students. Psychology in the Schools, 35(4), 381-390.
  • Niggemeyer-Hall, A. E. (2001). Family interaction factors and anxiety in adolescent females. Presented at Seattle Pacific University for Degree Doctor of Philosophy: Washington, USA. Retrieved April 11, 2004, from http://proquest.umi.com/pqdweb?did=729036801vesid=4veFmt=2veclientI d=46825veRQT=309veVName=PQD
  • Özyurt, B. E. (2004). Cinsiyet. Y. Kuzgun, D. Deryakulu (Ed.), Eğitimde Bireysel Farklılıklar (s.315-343). Ankara: Nobel Yayın.
  • Peleg-Popko, O., Klingman, A. (2002). Family environment, discrepancies between perceived actual and desirable environment, and children's test and trait anxiety. British Journal of Guidance ve Counselling, 30(4), 451.
  • Perry, N., Phillips, L., Dowler, J. (2004). Examining features of tasks and their potential to promote self-regulated learning. Teachers College Record, 106 (9), 1854-1879.
  • Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self- regulated learning. International Journal of Educational Research, 31, 459- 470.
  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self- regulalated learning in college students. Educational Psychology Review, 16(4), 385-407.
  • Pintrich, P. R., De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Pyschology, 82(1), 33-40.
  • Pintrich, R. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, M. Zeidner (Eds), Handbook of Self- Regulation (pp, 451-501). San Diego, CA: Academic Press.
  • Purdie, N., Carroll, A., Roche, L. (2004). Parenting and adolescent self-regulation. Journal of Adolescence, 27, 663-676.
  • Puustinen, M., Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269-286.
  • Rozendaal, J. S., Minnaert, A., Boekaerts, M. (2003). Motivation and self-regulated learning in secondary vocational education: İnformation processing type and gender differences. Learning and İndividual Differences, 13, 273-289.
  • Sharp, C. (2002). Study support and the development of self-regulated learner. Educational Research, 44(1), 29-42.
  • Steinberg, L. Elmen, J. D.,ve Mounts, N. S. (1989). Authoritative parenting, psychosocial maturity, and academic success among adolescents. Child Development, 60, 1424-1436.
  • Strage, A. A. (1998). Family context variables and the development of self- regulation in college students. Adolescence, 33(129), 17-32.
  • Sümer, N., Güngör, D. (1999). Çocuk yetiştirme stillerinin bağlanma stilleri, benlik değerlendirmeleri ve yakın ilişkiler üzerindeki etkisi. Türk Psikoloji Dergisi, 14(44), 35-58.
  • Üredi, I. (2005). Algılanan anne baba tutumlarının ilköğretim sekizinci sınıf öğrencilerinin öz-düzenleyici öğrenme stratejileri ve motivasyonel inançları üzerindeki etkisi. Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsün’de Doktora Tezi Olarak Sunulmuştur. İstanbul.
  • Winne, P. H., Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp.279-306). Hillsdale, NJ: Erlbaum.
  • Wolfradt, U., Hempel, S., Miles, J. N. V. (2003). Perceived parenting styles, depersonalization, anxiety and coping behaviour in adolescents. Personality and Individual Differences, 33(4), 521-532.
  • Wood, J. J., Mc Leod, B. D. Sigman, M. Hwang, W., Chu, B. C. (2003). Parenting and childhood anxiety: Theory, empirical findings, and future directions. Journal of Child Psychology and Psychiatry and Allied Disciplines, 44(1), 134.
  • Yılmaz, A. (2000). Anne-baba tutum ölçeğinin güvenirlik ve geçerlik çalışması. Çocuk ve Gençlik Ruh Sağlığı, 7(3), 160-172.
  • Yörükoğlu, A. (1992). Değişen toplumda aile ve çocuk. İstanbul: Özgür Yayınları.
  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Pyschology, 81(3), 329-339.
  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-7.
  • Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In B. J. Zimmerman ve D. H. Schunk (Eds.), Self- Regulated Learning From Teaching To Self- Reflective Practice (pp. 1-19). London: Guilford Press.

Ayrıntılar

Diğer ID JA35UU73GT
Bölüm Makaleler
Yazarlar

Işıl ÜREDİ Bu kişi benim


Münire ERDEN Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2009
Başvuru Tarihi 1 Aralık 2009
Kabul Tarihi
Yayınlandığı Sayı Yıl 2009, Cilt 7, Sayı 4

Kaynak Göster

APA Üredi, I. & Erden, M. (2009). ÖZ-DÜZENLEME STRATEJİLERİ VE MOTİVASYONEL İNANÇLARININ YORDAYICISI OLARAK ALGILANAN ANNE BABA TUTUMLARI . Türk Eğitim Bilimleri Dergisi , 7 (4) , 781-811 . Retrieved from https://dergipark.org.tr/tr/pub/tebd/issue/26109/275081

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