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Özyeterlilik İnancı ve Öğrenme Performansının Geliştirilmesine İlişkin Yazın Taraması

Yıl 2008, Cilt 21, Sayı 1, 111 - 133, 01.04.2008

Öz

Kaynakça

  • Bandura, A. (1977) Self-efficacy: Toward a unifying theory of behavioral change. Psychological review 84, 191 215
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs Prentice Hall
  • Bandura, A. (1989a). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184.
  • Bandura, A. (1989b). Regulation of cognitive processes through perceived self- efficacy. Developmental Psychology, 25, 729-735.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
  • Bandura, A. (1997a) Current directions in self-efficacy research. Advance in Motivation and Achievement, 10, 1-49.
  • Bandura, A. (1997b). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
  • Bouffard-Bouchard, T. (1990). Influence of self-efficacy on performance in a cognitive task. Journal of Social Psychology, 130, 353-63.
  • Chase, A. M. (2001). Children’s self-efficacy motivational intentions and attributions in physical education and sport. Research Quarterly for Exercise and Sport, 72, 47-54.
  • Coleman, K. P., ve Karraker, H. K. (1997). Self-efficacy and parenting quality: Findings and future applications. Developmental Review, 18, 47-85.
  • Jackson, W. J. (2002). Enhancing self-efficacy and learning performance. The Journal of Experimental Education, 70, 243-254.
  • Karabenick, A. S., ve Knapp, R. J. (1991). Relationship of academic help seeking to the use of learning strategies and other instrumental achievement behavior in college students. Journal of Educational Psychology, 83, 221-230.
  • Linnenbrink, A. E., ve Pintrich, R. F. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19, 119-137.
  • Lodewyk, R. K., ve Winne, H. P. (2005). Relations among structure of learning tasks, achievement and changes in self-efficacy in secondary students. Journal of Educational Psychology, 97, 3-12.
  • Margolis, H., ve McCabe, P. (2004). Self-efficacy: A key to improving the motivation of struggling learners. The Clearing House, 77, 241-249.
  • Milner, R. H., ve Hoy, W. A., (2003). A case study of an African American teacher’s self-efficacy, stereotype threat, and persistence. Teaching and Teacher Education, 19, 263-276.
  • Multon, D. K., Brown, D. S., ve Lent, W. R. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30-38.
  • Narciss, S. (2004). The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning. Experimental Psychology, 51, 214-228.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
  • Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading and Writing Quarterly: Overcoming Learning Difficulties, 19, 139-158.
  • Pajares, F., ve Miller, D. M. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86, 193-203.
  • Pajares, F., ve Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20, 426-443.
  • Pajares. F. ve Valiante, G. (1997). Influence of self-efficacy on elementary students’ writing. The Journal of Educational Research, 90, 353-360
  • Pietsch, J., Walker, R., ve Chapman, E. (2003). The relationship among self- concept, self-efficacy and performance in mathematics during secondary school. Journal of Educational Psychology, 95, 589-603.
  • Pintrich, R. P. (1999). The role of motivation in promoting and sustaining self- regulated learning. International Journal of Educational Research, 31, 459-470.
  • Pintrich, R. P., ve De Groot, V. E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82 133-140.
  • Randhawa, S. B., Beamer, E. J., ve Lundberg, I. (1993). Role of mathematics self- efficacy in the structural model of mathematics achievement. Journal of Educational Psychology, 85, 41-48.
  • Ryan, A. M., ve Pintrich, R. P. (1997). “Should I ask for help?” The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89, 329-341.
  • Schunk, H. D. (1981). Modeling and attributional effects on children’s achievement: A self-efficacy analysis. Journal of Educational Psychology. 73, 93-105.
  • Schunk, H. D. (1983). Reward contingencies and the development of children’s skills and self-efficacy. Journal of Educational Psychology, 75, 511-618.
  • Schunk, H. D. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
  • Schunk, H. D. (1999). Social-self interaction and achievement behavior. Educational Psychologist, 34, 219-227.
  • Schunk, H. D. (2000). Coming to terms with motivation constructs. Contemporary Educational Psychology, 25, 116-119
  • Schunk, H. D. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading & Writing Quarterly, 19, 159- 172.
  • Schunk, H. D. (2004). Learning theories: An educational perspective. Ohio: Pearson Merill Prentice Hall.
  • Schunk, H. D., ve Hanson, R. A. (1985). Peer-models: Influence on children’s self- efficacy and achievement. Journal of Educational Psychology, 77, 313- 322.
  • Schunk, H. D., Hanson, R. A., ve Cox, D. P. (1987). Peer-model attributes and children’s achievement behaviors. Journal of Educational Psychology, 79, 54-61.
  • Schunk, H. D., ve Hanson, R. A. (1989). Self-modeling and children’s cognitive skill learning. Journal of Educational Psychology, 81, 155-163.
  • Shell, F. D., Murphy, C. C., ve Bruning, H. R. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81, 91-100.
  • Shell, F. D., Colvin, C., ve Bruning H. R. (1995). Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87, 386-398.
  • Shih, S-S., ve Alexander, M. J. (2000). Interaction effects of goal setting and self- or other-refrenced feedback on children’s development of self-efficacy and cognitive skill within the Taiwanese classroom. Journal of Educational Psychology, 92, 536-543.
  • Teti, M. D., ve Gelfand, M. D. (1991). Behavioral competence among mothers of infants in the first year: The mediational role of maternal self-efficacy. Child Development, 62, 918-929.
  • Wolters, A. C., ve Pintrich, R. P. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26, 27-47.
  • Zimmerman, J. B. (1995). Self-efficacy and educational development. In A. Bandura (Eds.), Self-efficacy in changing societies, (pp. 202-231). NY: Cambridge University Press.
  • Zimmerman, J. B., ve Ringle, J. (1981). Effects of model persistence and statements of confidence on children’s self-efficacy and problem solving. Journal of Educational Psychology, 73, 485-493.
  • Self-Efficay Belif and Enhancement of Learning Performance

Özyeterlilik İnancı ve Öğrenme Performansının Geliştirilmesine İlişkin Yazın Taraması

Yıl 2008, Cilt 21, Sayı 1, 111 - 133, 01.04.2008

Öz

‘Özyeterlilik inancı’ kişinin belirli bir işi yapabileceğine dair duyduğu inancı ifade eden bir kavramdır ve bu inancın düşük veya yüksek olması güdülenmeyi etkilemektedir. Bu makalede özyeterlilik inancı kavramı tartışılmıştır. Kavram tanımlanmış ve güdülenmeye ilişkin diğer kavram- lardan ayırt edilmesi sağlanmıştır. Ayrıca, özyeterliliğin eğitim açısından önemini vurgulayan araştırmalar tartışılmıştır. Özyeterliliğin kaynakları ve bu kaynaklar aracılığıyla öğretmenlerin, öğrencilerin özyeterlilik inançlarını nasıl geliştirebilecekleri işlenmiştir. İncelemenin sonunda öğretmenlere, öğrencilerinin özyeterlilik inançlarını geliştirmelerinde yardımcı olacağı düşünülen öneriler getirilmiştir

Kaynakça

  • Bandura, A. (1977) Self-efficacy: Toward a unifying theory of behavioral change. Psychological review 84, 191 215
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs Prentice Hall
  • Bandura, A. (1989a). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184.
  • Bandura, A. (1989b). Regulation of cognitive processes through perceived self- efficacy. Developmental Psychology, 25, 729-735.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
  • Bandura, A. (1997a) Current directions in self-efficacy research. Advance in Motivation and Achievement, 10, 1-49.
  • Bandura, A. (1997b). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
  • Bouffard-Bouchard, T. (1990). Influence of self-efficacy on performance in a cognitive task. Journal of Social Psychology, 130, 353-63.
  • Chase, A. M. (2001). Children’s self-efficacy motivational intentions and attributions in physical education and sport. Research Quarterly for Exercise and Sport, 72, 47-54.
  • Coleman, K. P., ve Karraker, H. K. (1997). Self-efficacy and parenting quality: Findings and future applications. Developmental Review, 18, 47-85.
  • Jackson, W. J. (2002). Enhancing self-efficacy and learning performance. The Journal of Experimental Education, 70, 243-254.
  • Karabenick, A. S., ve Knapp, R. J. (1991). Relationship of academic help seeking to the use of learning strategies and other instrumental achievement behavior in college students. Journal of Educational Psychology, 83, 221-230.
  • Linnenbrink, A. E., ve Pintrich, R. F. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19, 119-137.
  • Lodewyk, R. K., ve Winne, H. P. (2005). Relations among structure of learning tasks, achievement and changes in self-efficacy in secondary students. Journal of Educational Psychology, 97, 3-12.
  • Margolis, H., ve McCabe, P. (2004). Self-efficacy: A key to improving the motivation of struggling learners. The Clearing House, 77, 241-249.
  • Milner, R. H., ve Hoy, W. A., (2003). A case study of an African American teacher’s self-efficacy, stereotype threat, and persistence. Teaching and Teacher Education, 19, 263-276.
  • Multon, D. K., Brown, D. S., ve Lent, W. R. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30-38.
  • Narciss, S. (2004). The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning. Experimental Psychology, 51, 214-228.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
  • Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading and Writing Quarterly: Overcoming Learning Difficulties, 19, 139-158.
  • Pajares, F., ve Miller, D. M. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86, 193-203.
  • Pajares, F., ve Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20, 426-443.
  • Pajares. F. ve Valiante, G. (1997). Influence of self-efficacy on elementary students’ writing. The Journal of Educational Research, 90, 353-360
  • Pietsch, J., Walker, R., ve Chapman, E. (2003). The relationship among self- concept, self-efficacy and performance in mathematics during secondary school. Journal of Educational Psychology, 95, 589-603.
  • Pintrich, R. P. (1999). The role of motivation in promoting and sustaining self- regulated learning. International Journal of Educational Research, 31, 459-470.
  • Pintrich, R. P., ve De Groot, V. E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82 133-140.
  • Randhawa, S. B., Beamer, E. J., ve Lundberg, I. (1993). Role of mathematics self- efficacy in the structural model of mathematics achievement. Journal of Educational Psychology, 85, 41-48.
  • Ryan, A. M., ve Pintrich, R. P. (1997). “Should I ask for help?” The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89, 329-341.
  • Schunk, H. D. (1981). Modeling and attributional effects on children’s achievement: A self-efficacy analysis. Journal of Educational Psychology. 73, 93-105.
  • Schunk, H. D. (1983). Reward contingencies and the development of children’s skills and self-efficacy. Journal of Educational Psychology, 75, 511-618.
  • Schunk, H. D. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
  • Schunk, H. D. (1999). Social-self interaction and achievement behavior. Educational Psychologist, 34, 219-227.
  • Schunk, H. D. (2000). Coming to terms with motivation constructs. Contemporary Educational Psychology, 25, 116-119
  • Schunk, H. D. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading & Writing Quarterly, 19, 159- 172.
  • Schunk, H. D. (2004). Learning theories: An educational perspective. Ohio: Pearson Merill Prentice Hall.
  • Schunk, H. D., ve Hanson, R. A. (1985). Peer-models: Influence on children’s self- efficacy and achievement. Journal of Educational Psychology, 77, 313- 322.
  • Schunk, H. D., Hanson, R. A., ve Cox, D. P. (1987). Peer-model attributes and children’s achievement behaviors. Journal of Educational Psychology, 79, 54-61.
  • Schunk, H. D., ve Hanson, R. A. (1989). Self-modeling and children’s cognitive skill learning. Journal of Educational Psychology, 81, 155-163.
  • Shell, F. D., Murphy, C. C., ve Bruning, H. R. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81, 91-100.
  • Shell, F. D., Colvin, C., ve Bruning H. R. (1995). Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87, 386-398.
  • Shih, S-S., ve Alexander, M. J. (2000). Interaction effects of goal setting and self- or other-refrenced feedback on children’s development of self-efficacy and cognitive skill within the Taiwanese classroom. Journal of Educational Psychology, 92, 536-543.
  • Teti, M. D., ve Gelfand, M. D. (1991). Behavioral competence among mothers of infants in the first year: The mediational role of maternal self-efficacy. Child Development, 62, 918-929.
  • Wolters, A. C., ve Pintrich, R. P. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26, 27-47.
  • Zimmerman, J. B. (1995). Self-efficacy and educational development. In A. Bandura (Eds.), Self-efficacy in changing societies, (pp. 202-231). NY: Cambridge University Press.
  • Zimmerman, J. B., ve Ringle, J. (1981). Effects of model persistence and statements of confidence on children’s self-efficacy and problem solving. Journal of Educational Psychology, 73, 485-493.
  • Self-Efficay Belif and Enhancement of Learning Performance

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Hüseyin KOTAMAN Bu kişi benim

Yayımlanma Tarihi 1 Nisan 2008
Başvuru Tarihi 14 Kasım 2015
Kabul Tarihi
Yayınlandığı Sayı Yıl 2008, Cilt 21, Sayı 1

Kaynak Göster

APA Kotaman, H. (2008). Özyeterlilik İnancı ve Öğrenme Performansının Geliştirilmesine İlişkin Yazın Taraması . Uludağ Üniversitesi Eğitim Fakültesi Dergisi , 21 (1) , 111-133 . Retrieved from https://dergipark.org.tr/tr/pub/uefad/issue/16687/173408