Araştırma Makalesi
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AKADEMİK KONTROL ODAĞI VE BAŞARI AMAÇ YÖNELİMİNİN KENDİNİ SABOTAJI YORDAMA DÜZEYİNİN İNCELENMESİ

Yıl 2019, Cilt 8, Sayı 3, 1840 - 1859, 03.10.2019

Öz

Bu araştırmada, üniversite öğrencilerinin akademik kontrol odağı, başarı amaç yönelimleri ve kendini sabotaj düzeyleri arasındaki ilişkiyi incelemek amaçlanmıştır. Araştırmanın evrenini 2018-2019 eğitim-öğretim yılında Kilis 7 Aralık Üniversitesi Muallim Rıfat Eğitim Fakültesinde öğrenim gören öğrenciler oluşturmaktadır. Fakültede öğrenim gören tüm öğrencilere ulaşmak mümkün olduğundan örneklem alma yoluna gidilmemiştir. Bu kapsamda çalışmaya gönüllü olarak katılan 286 öğrenciden elde edilen verilerle analizler gerçekleştirilmiştir. Araştırma sonucunda, akademik dışsal kontrol odağının ve performans-kaçınma yöneliminin üniversite öğrencilerinin kendini sabotaj düzeylerini pozitif yönde anlamlı bir şekilde yordadığı, öğrenme-yaklaşma yönelimlerinin ise negatif yönde anlamlı bir şekilde yordadığı belirlenmiştir. Akademik içsel kontrol odağı, öğrenme-kaçınma yönelimi ve performans-yaklaşma yöneliminin ise öğrencilerin kendini sabotaj düzeylerini anlamlı bir şekilde yordamadığı tespit edilmiştir. Son olarak üniversite öğrencilerinin kendini sabotaj düzeylerindeki varyansın yaklaşık %29’unun öğrencilerin akademik dışsal kontrol odağı, öğrenme yaklaşma ve peroformans-kaçınma yönelimleri ile açıklanabildiği sonuçlarına ulaşılmıştır. 

Kaynakça

  • Adler, A. (2005). Bireysel psikolojinin kuramı ve uygulaması (çev. Ali Kılıçlıoğlu). İstanbul: Say Yayınları.
  • Akar, H., Doğan, Y. B. and Üstüner, M. (2018). The relationships between positive and negative perfectionisms, self-handicapping, self-efficacy and academic achievement. European Journal of Contemporary Education, 7(1), 7-20.
  • Akça, F. (2012). An investigation into the self-handicapping behaviors of undergraduates in terms of academic procrastination, the locus of control and academic success. Journal of Education and Learning, 1(2), 288.
  • Akın, A. (2011). Academic locus of control and self-handicapping. Procedia-Social and Behavioral Sciences, 30, 812-816.
  • Akın, A. (2012). Kendini sabotaj ölçeği: Geçerlik ve güvenirlik çalışması. Eğitim ve Bilim Dergisi, 37(164), 176-187.
  • Akın, A. ve Akın, U. (2014). 2x2 Başarı yönelimlerinin matematik tutumlarına ilişkin yordayıcı rolünün yapısal eşitlik modeliyle incelenmesi. Eğitim ve Bilim, 39(173), 265-271.
  • Akin, Ü. (2014). 2x2 Achievement goal orientations and self-handicapping. Ceskoslovenska Psychologie, 58(5), 431-441.
  • Alesi, M., Rappo, G. and Pepi, A. (2012). Self-esteem at school and self-handicapping in childhood: comparison of groups with learning disabilities. Psychological Reports, 111(3), 952-962.
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261.
  • Anlı, G., Akın, A., Şar, A. H. ve Eker, H. (2015). Kendini sabotaj ile psikolojik iyi olma arasındaki ilişkinin çeşitli değişkenler açısından incelenmesi. Elektronik Sosyal Bilimler Dergisi, 14(54), 160-172.
  • Arslan, S. ve Akın, A. (2015). 2x2 Başarı yönelimleri ölçeği (revize formu): Geçerlik ve güvenirlik çalışması. Sakarya University Journal of Education, 5(1), 7-15.
  • Berglas, S. and Jones, E.E. (1978). Control of attributions about the self through self-handicapping strategies: The appeal of alcohol and the role of underachievement. Personality and Social Psychology Bulletin, 4(2), 200-206.
  • Berglas, S. (1986). Self-handicapping and self-handicappers: A Cognitive/attributional model of interpersonal self-protective behavior. Perspectives in Personality, 1, 235-270.
  • Bobo, J. L., Whitaker, K. C. and Strunk, K. K. (2013). Personality and student self-handicapping: A cross-validated regression approach. Personality and Individual Differences, 55(5), 619-621.
  • Büyükgöze, H. ve Gelbal, S. (2016). Lisansüstü eğitime yönelik tutumda proaktif kişilik ve akademik kontrol odağının rolü. In K. Beycioğlu, N. Özer, D. Koşar, & İ. Şahin (Ed.), Eğitim Yönetimi Araştırmaları (pp. 91-103). Ankara: Pegem Akademi.
  • Conrad, N. and Patry, M. W. (2012). Conscientiousness and academic performance: A mediational analysis. International Journal for the Scholarship of Teaching and Learning, 6(1), 8.
  • Chen, Z., Sun, K. and Wang, K. (2018). Self-esteem, achievement goals, and self-handicapping in college physical education. Psychological Reports, 121(4), 690-704.
  • Çetinkalp, Z. K. (2010). The relationship between academic locus of control and achievement goals among physical education teaching program students. World Applied Sciences Journal, 10(11), 1387-1391.
  • Demir, T. (2011). İlköğretim öğrencilerinin yaratıcı yazma becerileri ile yazma özyeterlik algısı ve başarı amaç yönelimi türleri ilişkisinin değerlendirilmesi. Yayınlanmamış doktora tezi, Ankara: Gazi Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Deppe, R. K. and Harackiewicz, J. M. (1996). Self-handicapping and intrinsic motivation: Buffering intrinsic motivation from the threat of failure. Journal of Personality and Social Psychology, 70(4), 868.
  • Dorman, J. P. and Ferguson, J. M. (2004). Associations between students'-perceptions of mathematics classroom environmentand self-handicapping in Australian and Canadian high schools. McGill Journal of Education, 39(1), 69-86.
  • Dweck, C. S. and Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256.
  • Elliot, A. J. and Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218.
  • Elliot, A. J. and McGregor, H. A. (2001). A 2× 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501.
  • Elliot, A. J. and Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613.
  • Elmas, P.(2012). Bir benlik yüceltme stratejisi olarak mazeret bulma. Yayınlanmamış yüksek lisans tezi, Mersin: Mersin Üniversitesi Sosyal Bilimler Enstitüsü.
  • Ferrari, J. R. (1994). Dysfunctional procrastination and its relationship with self-esteem, interpersonal dependency, and self-defeating behaviors. Personality and Individual Differences, 17(5), 673-679.
  • Field, A. (2009). Discovering statistics using Spss. London: Sage publications.
  • Finez, L. and Sherman, D. K. (2012). Train in vain: the role of the self in claimed self-handicapping strategies. Journal of Sport and Exercise Psychology, 34(5), 600-620.
  • Gündoğdu, R. (2013). Investigation of self-handicapping tendencies of teacher candidates according to demographic variables by controlling self-esteem scores. Turkish Studies: International Periodical for the Languages, Literature and History of Turkish and Turkic, 8(3), 263-277.
  • Hasan, S. S. and Khalid, R. (2014). Academic locus of control of high and low achieving students. Journal of Research & Reflections in Education (JRRE), 8(1).
  • Higgins, R. L. (1990). Self-handicapping. In Self-Handicapping (pp. 1-35). Springer US.
  • Hirt, E. R., Deppe, R. K. and Gordon, L. J. (1991). Self-reported versus behavioral self-handicapping: Empirical evidence for a theoretical distinction. Journal of Personality and Social Psychology, 61(6), 981.
  • Jones, E. E. and Rhodewalt, F. (1982). The self-handicapping scale. Princeton, NJ: Princeton University.
  • Juang, L. and Matsumoto, D. (2008). Culture and psychology. International Student Edition.
  • Kaplan, A. and Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19(2), 141-184. Karasar, N. (2006). Bilimsel araştırma yöntemi (16. Basım), Ankara: Nobel Yayın Dağıtım.
  • Kinon, M. D. and Murray, C. B. (2007). A profile of the college self-handicapper. Undergraduate Research Journal, 1, 13-17.
  • Kuczka, K. K. and Treasure, D. C. (2005). Self-handicapping in competitive sport: Influence of the motivational climate, self-efficacy and perceived importance. Psychology of Sport and Exercise, 6, 539-550.
  • McCrea, S. M. (2008). Self-handicapping, excuse making, and counterfactual thinking: consequences for self-esteem and future motivation. Journal of Personality and Social Psychology, 95(2), 274.
  • McCrea, S. M. and Hirt, E. R. (2001). The role of ability judgments in self-handicapping. Personality and Social Psychology Bulletin, 27(10), 1378-1389.
  • McCrea, S. M., Hirt, E. R., Hendrix, K. L., Milner, B. J. and Steele, N. L. (2008). The worker scale: Developing a measure to explain gender differences in behavioral self-handicapping. Journal of Research in Personality, 42(4), 949-970.
  • Midgley, C. and Urdan, T. (2001). Academic self-handicapping and achievement goals: a further examination. Contemporary Educational Psychology, 26, 61-75.
  • Olpak, Y. Z. and Korucu, A. T. (2016). Investigation of the relationship between learning approaches and academic engagement of teacher candidates. Journal of Learning and Teaching in Digital Age, 1(1), 55-62.
  • Ommundsen, Y. (2004). Self handicapping related to task and performance- approach and avoidance goals in physical education. Journal of Applied Sport Psychology, 16, 183-197.
  • Ozan, C., Karabacak, N., Kızıltaş, E. ve Küçükoğlu, A. (2017). Öğretmen adaylarının öğrenme stilleri ile öğrenme yaklaşımları tercihleri arasındaki ilişkinin incelenmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi (TEKE), 6(3), 1818-1843.
  • Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
  • Prapavessis, H. and Grove, J. R. (1998). Self-handicapping and self-esteem. Journal of Applied Sport Psychology, 10(2), 175-184.
  • Pulford, B. D., Johnson, A. and Awaida, M. (2005). A cross-cultural study of predictors of self-handicapping in university students. Personality and Individual Differences, 39(4), 727-737.
  • Rotairo, C. E., Avilla, R. A. and Arañes, F. Q. (2015). Self-handicapping behavior among college students: predictors and effect on the performance in chemistry. The Normal Lights, 9(2), 134-155.
  • Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, 1–28.
  • Sahranç, Ü. (2011). An investigation of the relationships between self-handicapping and depression, anxiety, and stress. International Online Journal of Educational Sciences, 3(2), 526-540.
  • Sariçam, H. (2015). Academic locus of control and motivational persistence: Structural equation modeling. Journal of Educational Sciences Research, 5(1), 79-92.
  • Satıcı, S. A. Uysal, R. and Akın, A. (2013). Perceıved socıal support as predıctor of academıc locus of control. Education Sciences & Psychology, 23(1).
  • Schraw, G., Wadkins, T. and Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99(1), 12.
  • Schwinger, M. and Stiensmeier-Pelster, J. (2011). Prevention of self-handicapping- the protective function of mastery goals. Learning and Individual Differences, 21(6), 699–709.
  • Schwinger, M., Wirthwein, L., Lemmer, G. and Steinmayr, R. (2014). Academic self-handicapping and achievement: A meta-analysis. Journal of Educational Psychology, 106(3), 744.
  • Shepperd, J. A. and Arkin, R. M. (1989). Self-handicapping: The moderating roles of public self-consciousness and task importance. Personality and Social Psychology Bulletin, 15(2), 252-265.
  • Shields, C. D. (2007). The relationship between goal orientation, parenting style, and self-handicapping in adolescents. Unpublished doctoral dissertation. Alabama The University of Alabama.
  • Stewart, M. A. and De George-Walker, L. (2014). Self-handicapping, perfectionism, locus of control and self-efficacy: A path model. Personality and Individual Differences, 66, 160-164.
  • Stipek, D. J. and Weisz, J. R. (1981). Perceived personal control and academic achievement. Review of Educational Research, 51(1), 101-137. Strauser, D. R., Ketz, K. and Keim, J. (2002). The relationship between self-efficacy, locus of control and work personality. Journal of Rehabilitation, 68, 20-26.
  • Tabachnick, B. G. and Fidell, L. S. (2012). Using multivariate statistics (6th ed.). New Jersey: Pearson
  • Taylor, S. E., Peplau, L. A. and Sears, D. O. (2007). Sosyal psikoloji. (çev. A. Dönmez). Ankara: İmge Kitabevi.
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  • Urdan, T. and Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13(2), 115-138.
  • Üzbe, N. ve Bacanlı, H. (2015). Başarı hedef yönelimi, benlik saygısı ve akademik başarının kendini engellemeyi yordamadaki rolü. Türk Eğitim Bilimleri Dergisi, 13(1), 33-50.
  • Was, C. (2006). Academic achievement goal orientation taking another look. Electronic Journal of Research in Educational Psychology, 4(3), 529-550.
  • Yesilyurt, E. (2014). Academic locus of control, tendencies towards academic dishonesty and test anxiety levels as the predictors of academic self-efficacy. Educational Sciences: Theory and Practice, 14(5), 1945-1956.
  • Zembat, R., Koçyiğit, S., Akşin Yavuz, E. ve Tunçeli, H. İ. (2018). Çocukların benlik algısı, mizaç ve sosyal becerileri arasındaki ilişkiler. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi (TEKE), 7(1), 548-567.
  • Zuckerman, M. and Tsai, F. F. (2005). Costs of self‐handicapping. Journal of Personality, 73(2), 411-442.
  • Zuckerman, M., Kieffer, S. C. and Knee, C. R. (1998). Consequences of self-handicapping: Effects on coping, academic performance, and adjustment. Journal of Personality and Social Psychology, 74(6), 1619.

Yıl 2019, Cilt 8, Sayı 3, 1840 - 1859, 03.10.2019

Öz

Kaynakça

  • Adler, A. (2005). Bireysel psikolojinin kuramı ve uygulaması (çev. Ali Kılıçlıoğlu). İstanbul: Say Yayınları.
  • Akar, H., Doğan, Y. B. and Üstüner, M. (2018). The relationships between positive and negative perfectionisms, self-handicapping, self-efficacy and academic achievement. European Journal of Contemporary Education, 7(1), 7-20.
  • Akça, F. (2012). An investigation into the self-handicapping behaviors of undergraduates in terms of academic procrastination, the locus of control and academic success. Journal of Education and Learning, 1(2), 288.
  • Akın, A. (2011). Academic locus of control and self-handicapping. Procedia-Social and Behavioral Sciences, 30, 812-816.
  • Akın, A. (2012). Kendini sabotaj ölçeği: Geçerlik ve güvenirlik çalışması. Eğitim ve Bilim Dergisi, 37(164), 176-187.
  • Akın, A. ve Akın, U. (2014). 2x2 Başarı yönelimlerinin matematik tutumlarına ilişkin yordayıcı rolünün yapısal eşitlik modeliyle incelenmesi. Eğitim ve Bilim, 39(173), 265-271.
  • Akin, Ü. (2014). 2x2 Achievement goal orientations and self-handicapping. Ceskoslovenska Psychologie, 58(5), 431-441.
  • Alesi, M., Rappo, G. and Pepi, A. (2012). Self-esteem at school and self-handicapping in childhood: comparison of groups with learning disabilities. Psychological Reports, 111(3), 952-962.
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261.
  • Anlı, G., Akın, A., Şar, A. H. ve Eker, H. (2015). Kendini sabotaj ile psikolojik iyi olma arasındaki ilişkinin çeşitli değişkenler açısından incelenmesi. Elektronik Sosyal Bilimler Dergisi, 14(54), 160-172.
  • Arslan, S. ve Akın, A. (2015). 2x2 Başarı yönelimleri ölçeği (revize formu): Geçerlik ve güvenirlik çalışması. Sakarya University Journal of Education, 5(1), 7-15.
  • Berglas, S. and Jones, E.E. (1978). Control of attributions about the self through self-handicapping strategies: The appeal of alcohol and the role of underachievement. Personality and Social Psychology Bulletin, 4(2), 200-206.
  • Berglas, S. (1986). Self-handicapping and self-handicappers: A Cognitive/attributional model of interpersonal self-protective behavior. Perspectives in Personality, 1, 235-270.
  • Bobo, J. L., Whitaker, K. C. and Strunk, K. K. (2013). Personality and student self-handicapping: A cross-validated regression approach. Personality and Individual Differences, 55(5), 619-621.
  • Büyükgöze, H. ve Gelbal, S. (2016). Lisansüstü eğitime yönelik tutumda proaktif kişilik ve akademik kontrol odağının rolü. In K. Beycioğlu, N. Özer, D. Koşar, & İ. Şahin (Ed.), Eğitim Yönetimi Araştırmaları (pp. 91-103). Ankara: Pegem Akademi.
  • Conrad, N. and Patry, M. W. (2012). Conscientiousness and academic performance: A mediational analysis. International Journal for the Scholarship of Teaching and Learning, 6(1), 8.
  • Chen, Z., Sun, K. and Wang, K. (2018). Self-esteem, achievement goals, and self-handicapping in college physical education. Psychological Reports, 121(4), 690-704.
  • Çetinkalp, Z. K. (2010). The relationship between academic locus of control and achievement goals among physical education teaching program students. World Applied Sciences Journal, 10(11), 1387-1391.
  • Demir, T. (2011). İlköğretim öğrencilerinin yaratıcı yazma becerileri ile yazma özyeterlik algısı ve başarı amaç yönelimi türleri ilişkisinin değerlendirilmesi. Yayınlanmamış doktora tezi, Ankara: Gazi Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Deppe, R. K. and Harackiewicz, J. M. (1996). Self-handicapping and intrinsic motivation: Buffering intrinsic motivation from the threat of failure. Journal of Personality and Social Psychology, 70(4), 868.
  • Dorman, J. P. and Ferguson, J. M. (2004). Associations between students'-perceptions of mathematics classroom environmentand self-handicapping in Australian and Canadian high schools. McGill Journal of Education, 39(1), 69-86.
  • Dweck, C. S. and Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256.
  • Elliot, A. J. and Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218.
  • Elliot, A. J. and McGregor, H. A. (2001). A 2× 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501.
  • Elliot, A. J. and Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613.
  • Elmas, P.(2012). Bir benlik yüceltme stratejisi olarak mazeret bulma. Yayınlanmamış yüksek lisans tezi, Mersin: Mersin Üniversitesi Sosyal Bilimler Enstitüsü.
  • Ferrari, J. R. (1994). Dysfunctional procrastination and its relationship with self-esteem, interpersonal dependency, and self-defeating behaviors. Personality and Individual Differences, 17(5), 673-679.
  • Field, A. (2009). Discovering statistics using Spss. London: Sage publications.
  • Finez, L. and Sherman, D. K. (2012). Train in vain: the role of the self in claimed self-handicapping strategies. Journal of Sport and Exercise Psychology, 34(5), 600-620.
  • Gündoğdu, R. (2013). Investigation of self-handicapping tendencies of teacher candidates according to demographic variables by controlling self-esteem scores. Turkish Studies: International Periodical for the Languages, Literature and History of Turkish and Turkic, 8(3), 263-277.
  • Hasan, S. S. and Khalid, R. (2014). Academic locus of control of high and low achieving students. Journal of Research & Reflections in Education (JRRE), 8(1).
  • Higgins, R. L. (1990). Self-handicapping. In Self-Handicapping (pp. 1-35). Springer US.
  • Hirt, E. R., Deppe, R. K. and Gordon, L. J. (1991). Self-reported versus behavioral self-handicapping: Empirical evidence for a theoretical distinction. Journal of Personality and Social Psychology, 61(6), 981.
  • Jones, E. E. and Rhodewalt, F. (1982). The self-handicapping scale. Princeton, NJ: Princeton University.
  • Juang, L. and Matsumoto, D. (2008). Culture and psychology. International Student Edition.
  • Kaplan, A. and Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19(2), 141-184. Karasar, N. (2006). Bilimsel araştırma yöntemi (16. Basım), Ankara: Nobel Yayın Dağıtım.
  • Kinon, M. D. and Murray, C. B. (2007). A profile of the college self-handicapper. Undergraduate Research Journal, 1, 13-17.
  • Kuczka, K. K. and Treasure, D. C. (2005). Self-handicapping in competitive sport: Influence of the motivational climate, self-efficacy and perceived importance. Psychology of Sport and Exercise, 6, 539-550.
  • McCrea, S. M. (2008). Self-handicapping, excuse making, and counterfactual thinking: consequences for self-esteem and future motivation. Journal of Personality and Social Psychology, 95(2), 274.
  • McCrea, S. M. and Hirt, E. R. (2001). The role of ability judgments in self-handicapping. Personality and Social Psychology Bulletin, 27(10), 1378-1389.
  • McCrea, S. M., Hirt, E. R., Hendrix, K. L., Milner, B. J. and Steele, N. L. (2008). The worker scale: Developing a measure to explain gender differences in behavioral self-handicapping. Journal of Research in Personality, 42(4), 949-970.
  • Midgley, C. and Urdan, T. (2001). Academic self-handicapping and achievement goals: a further examination. Contemporary Educational Psychology, 26, 61-75.
  • Olpak, Y. Z. and Korucu, A. T. (2016). Investigation of the relationship between learning approaches and academic engagement of teacher candidates. Journal of Learning and Teaching in Digital Age, 1(1), 55-62.
  • Ommundsen, Y. (2004). Self handicapping related to task and performance- approach and avoidance goals in physical education. Journal of Applied Sport Psychology, 16, 183-197.
  • Ozan, C., Karabacak, N., Kızıltaş, E. ve Küçükoğlu, A. (2017). Öğretmen adaylarının öğrenme stilleri ile öğrenme yaklaşımları tercihleri arasındaki ilişkinin incelenmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi (TEKE), 6(3), 1818-1843.
  • Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
  • Prapavessis, H. and Grove, J. R. (1998). Self-handicapping and self-esteem. Journal of Applied Sport Psychology, 10(2), 175-184.
  • Pulford, B. D., Johnson, A. and Awaida, M. (2005). A cross-cultural study of predictors of self-handicapping in university students. Personality and Individual Differences, 39(4), 727-737.
  • Rotairo, C. E., Avilla, R. A. and Arañes, F. Q. (2015). Self-handicapping behavior among college students: predictors and effect on the performance in chemistry. The Normal Lights, 9(2), 134-155.
  • Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, 1–28.
  • Sahranç, Ü. (2011). An investigation of the relationships between self-handicapping and depression, anxiety, and stress. International Online Journal of Educational Sciences, 3(2), 526-540.
  • Sariçam, H. (2015). Academic locus of control and motivational persistence: Structural equation modeling. Journal of Educational Sciences Research, 5(1), 79-92.
  • Satıcı, S. A. Uysal, R. and Akın, A. (2013). Perceıved socıal support as predıctor of academıc locus of control. Education Sciences & Psychology, 23(1).
  • Schraw, G., Wadkins, T. and Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99(1), 12.
  • Schwinger, M. and Stiensmeier-Pelster, J. (2011). Prevention of self-handicapping- the protective function of mastery goals. Learning and Individual Differences, 21(6), 699–709.
  • Schwinger, M., Wirthwein, L., Lemmer, G. and Steinmayr, R. (2014). Academic self-handicapping and achievement: A meta-analysis. Journal of Educational Psychology, 106(3), 744.
  • Shepperd, J. A. and Arkin, R. M. (1989). Self-handicapping: The moderating roles of public self-consciousness and task importance. Personality and Social Psychology Bulletin, 15(2), 252-265.
  • Shields, C. D. (2007). The relationship between goal orientation, parenting style, and self-handicapping in adolescents. Unpublished doctoral dissertation. Alabama The University of Alabama.
  • Stewart, M. A. and De George-Walker, L. (2014). Self-handicapping, perfectionism, locus of control and self-efficacy: A path model. Personality and Individual Differences, 66, 160-164.
  • Stipek, D. J. and Weisz, J. R. (1981). Perceived personal control and academic achievement. Review of Educational Research, 51(1), 101-137. Strauser, D. R., Ketz, K. and Keim, J. (2002). The relationship between self-efficacy, locus of control and work personality. Journal of Rehabilitation, 68, 20-26.
  • Tabachnick, B. G. and Fidell, L. S. (2012). Using multivariate statistics (6th ed.). New Jersey: Pearson
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Ayrıntılar

Birincil Dil Türkçe
Konular Sosyal
Bölüm Makaleler
Yazarlar

Hüseyin AKAR
KİLİS 7 ARALIK ÜNİVERSİTESİ
Türkiye


O. Tayyar ÇELİK
PAMUKKALE ÜNİVERSİTESİ
Türkiye


Ali KARATAŞ Bu kişi benim
KİLİS 7 ARALIK ÜNİVERSİTESİ
Türkiye

Yayımlanma Tarihi 3 Ekim 2019
Yayınlandığı Sayı Yıl 2019, Cilt 8, Sayı 3

Kaynak Göster

Bibtex @araştırma makalesi { teke629342, journal = {Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi}, issn = {2147-0146}, address = {}, publisher = {Cengiz ALYILMAZ}, year = {2019}, volume = {8}, number = {3}, pages = {1840 - 1859}, title = {AKADEMİK KONTROL ODAĞI VE BAŞARI AMAÇ YÖNELİMİNİN KENDİNİ SABOTAJI YORDAMA DÜZEYİNİN İNCELENMESİ}, key = {cite}, author = {Akar, Hüseyin and Çelik, O. Tayyar and Karataş, Ali} }
APA Akar, H. , Çelik, O. T. & Karataş, A. (2019). AKADEMİK KONTROL ODAĞI VE BAŞARI AMAÇ YÖNELİMİNİN KENDİNİ SABOTAJI YORDAMA DÜZEYİNİN İNCELENMESİ . Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi , 8 (3) , 1840-1859 . Retrieved from https://dergipark.org.tr/tr/pub/teke/issue/49273/629342
MLA Akar, H. , Çelik, O. T. , Karataş, A. "AKADEMİK KONTROL ODAĞI VE BAŞARI AMAÇ YÖNELİMİNİN KENDİNİ SABOTAJI YORDAMA DÜZEYİNİN İNCELENMESİ" . Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi 8 (2019 ): 1840-1859 <https://dergipark.org.tr/tr/pub/teke/issue/49273/629342>
Chicago Akar, H. , Çelik, O. T. , Karataş, A. "AKADEMİK KONTROL ODAĞI VE BAŞARI AMAÇ YÖNELİMİNİN KENDİNİ SABOTAJI YORDAMA DÜZEYİNİN İNCELENMESİ". Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi 8 (2019 ): 1840-1859
RIS TY - JOUR T1 - AKADEMİK KONTROL ODAĞI VE BAŞARI AMAÇ YÖNELİMİNİN KENDİNİ SABOTAJI YORDAMA DÜZEYİNİN İNCELENMESİ AU - Hüseyin Akar , O. Tayyar Çelik , Ali Karataş Y1 - 2019 PY - 2019 N1 - DO - T2 - Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi JF - Journal JO - JOR SP - 1840 EP - 1859 VL - 8 IS - 3 SN - 2147-0146- M3 - UR - Y2 - 2022 ER -
EndNote %0 Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi AKADEMİK KONTROL ODAĞI VE BAŞARI AMAÇ YÖNELİMİNİN KENDİNİ SABOTAJI YORDAMA DÜZEYİNİN İNCELENMESİ %A Hüseyin Akar , O. Tayyar Çelik , Ali Karataş %T AKADEMİK KONTROL ODAĞI VE BAŞARI AMAÇ YÖNELİMİNİN KENDİNİ SABOTAJI YORDAMA DÜZEYİNİN İNCELENMESİ %D 2019 %J Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi %P 2147-0146- %V 8 %N 3 %R %U
ISNAD Akar, Hüseyin , Çelik, O. Tayyar , Karataş, Ali . "AKADEMİK KONTROL ODAĞI VE BAŞARI AMAÇ YÖNELİMİNİN KENDİNİ SABOTAJI YORDAMA DÜZEYİNİN İNCELENMESİ". Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi 8 / 3 (Ekim 2019): 1840-1859 .
AMA Akar H. , Çelik O. T. , Karataş A. AKADEMİK KONTROL ODAĞI VE BAŞARI AMAÇ YÖNELİMİNİN KENDİNİ SABOTAJI YORDAMA DÜZEYİNİN İNCELENMESİ. TEKE. 2019; 8(3): 1840-1859.
Vancouver Akar H. , Çelik O. T. , Karataş A. AKADEMİK KONTROL ODAĞI VE BAŞARI AMAÇ YÖNELİMİNİN KENDİNİ SABOTAJI YORDAMA DÜZEYİNİN İNCELENMESİ. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi. 2019; 8(3): 1840-1859.
IEEE H. Akar , O. T. Çelik ve A. Karataş , "AKADEMİK KONTROL ODAĞI VE BAŞARI AMAÇ YÖNELİMİNİN KENDİNİ SABOTAJI YORDAMA DÜZEYİNİN İNCELENMESİ", Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, c. 8, sayı. 3, ss. 1840-1859, Eki. 2019