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THE ROLE OF VALUES AND MOTIVATION SOURCES ON THE ACHIEVEMENT GOALS OF ACADEMICIANS

Yıl 2018, Cilt 9, Sayı 21, 57 - 72, 29.07.2018
https://doi.org/10.21076/vizyoner.425017

Öz

Individuals strive to achieve or to be better than others. In this achievement process the individuals tend to choose different types of achievement orientations which are called mastery and performance. This study is carried out in order to present which values and motivation sources of academicians have more priority and how these antecedents affect the mastery and performance achievement goals of the academicians. A field survey is conducted on 498 academicians, using the Turkish-adapted scales. According to the findings of the research, the main motivation sources of academicians are the need for affiliation and need for cognition, respectively. Another important finding of the research is mastery-oriented academicians have the need for cognition as an explanatory motivation source while performance-oriented academicians have the need for power as an explanatory motivation source. Finally, one of the striking results of the research is that the value openness to change reveals performance goals less when the need for cognition is perceived high. For the academicians that need high affiliation, the openness to change causes less mastery goals. 

Kaynakça

  • Ames, C., (1992). “Classrooms: Goals, Structures, and Student Motivation”, Journal of Educational Psychology, 84(3), 261- 271.
  • Andrews, J. D. W. (1967). “The Achievement Motive and Advancement in Two Types of Organizations”, Journal of Personality and Social Psychology, 6(2), 163- 168.
  • Antalyalı, Ö. L. ve Bolat, Ö. (2017). “Öğrenilmiş İhtiyaçlar Bağlamında Temel Motivasyon Kaynakları (TMK) Ölçeğinin Geliştirilmesi, Güvenilirlik Ve Geçerlik Analizi”, Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17(1), 83-114.
  • Baranik, L. E., Lau, A. R., Stanley, L. J., Barron, K. E. ve Lance, C. E., (2013). “Achievement Goals in Organizations: Is there Support for Mastery- Avoidance”, Journal of Managerial Issues, 25(1), 46- 61.
  • Bardi A. ve Schwartz S. H., (2003). “Values and Behavior: Strength and Structure of Relations”, Personality and Social Psychology Bulletin, 29(10), 1207- 1220.
  • Burnham, D. H., (1997). “Power is Still the Great Motivator – With a Difference!”, Burnham Rosen Gorup, LLC Leadership Development and Strategic Consulting, 1- 12.
  • Buss, D. M., (2008). Human Nature and Individual Differences: Evolution of Human Personality, içinde, Handbook of Personality: Theory and Research, (Third Edition), John, O. P., Robins, R. W., Pervin, L. A., Guilford Press.
  • Cacioppo, J. T. ve Petty, R. E., (1982). “The Need for Cognition”, Journal of Personality and Social Psychology, 42(1), 116- 131. Ching, S. C., (2017). The Relationship between Need for Achievement and Mental Health in Chinese Children, Yayınlanmamış Doktora Tezi, Hong Kong: Alliant International University.
  • Cohen, A. R., Stotland, E. ve Wolfe, D. M., (1955). “An Experimental Investigation of Need for Cognition”, Journal of Abnormal and Social Psychology, 51, 291-294.
  • Conroy, D. E., Elliot, A. J. ve Hofer, S. M. (2003). A 2× 2 Achievement Goals Questionnaire for Sport: Evidence for Factorial İnvariance, Temporal Stability, and External Validity, Journal of Sport and Exercise Psychology, 25(4), 456-476.
  • Coutinho, S.A. ve Woolery, L.M., (2004). “The Need for Cognition and Life Satisfaction among College Students”, College Student Journal, 38(2), 203-206.
  • Kazak Çetinkalp, F. Z. (2009). Sporda Hür İrade Kuramı ve Başarı Hedefi Kuramının Değerlendirilmesi, Yayınlanmamış Doktora Tezi, İzmir: Ege Üniversitesi, Sosyal Bilimler Enstitüsü..
  • Darnon, C., D. Muller, Schrager, S. M., Pannuzzo, N. ve Butera, F., (2006). “Mastery and Performance Goals Predict Epistemic and Relational Conflict Regulation”, Journal of Educational Psychology, 98, 766–776.
  • Deci, E. L. (1975), Intrinsic motivation, New York: Plenum.
  • Demirutku, K., (2007). Parenting Styles, Internalization of Values, and the Self-Concept, Yayınlanmamış Doktora Tezi, Ortadoğu Teknik Üniversitesi Sosyal Bilimler Enstitüsü.
  • Demirutku, K. ve Sümer, N., (2010). Temel Değerlerin Ölçümü: Portre Değerler Anketinin Türkçe Uyarlaması, Türk Psikoloji Yazıları, 13, 17-25.
  • Diener, C. I. ve Dweck, C. S., (1978). An Analysis of Learned Helplessness: Continuous Changes in Performance, Strategy, and Achievement Cognitions Following Failure, Journal of Personality and Social Psychology, 36 (5), 451- 462.
  • Dweck, C. S., (1986). “Motivational Processes Affecting Learning”, American Psychologist, 41(10), 1040- 1048.
  • Dweck, C. S., (1998). The Development of Early Self-Conceptions: Their Relevance for Motivational Processes, içinde, Motivation and Self- Regulation Across the Life Span, Heckhausen, J., Dweck, C. S. New York: Cambridge University Press.
  • Dweck, C. S. ve Leggett, E. L. (1988). “A Social- Cognitive Approach to Motivation and Personality”, Psychological Review, 95(2), 256- 273.
  • Elliot, A. J. ve Church, M. A. (1997). “A Hierarchical Model of Approach and Avoidance Achievement Motivation”, Journal of Personality and Social Psychology, 72(1), 218-232.
  • Elliot, A. J. ve Harackiewicz, J. M., (1994). “Goal Setting, Achievemet Orientation, and Intrinsic Motivation: A Mediational Analysis”, Journal of Personality and Social Psychology, 66(5), 968- 980.
  • Elliot, A. J., McGregor, H. A. ve Gable, S., (1999). “Achievement Goals, Study Strategies, and Exam Performance: A Mediational Analysis”, Journal of Educational Psychology, 91(3), 549-563.
  • Elliot, A. J. ve Murayama, K., (2008). “On the Measurement of Achievement Goals: Critique, Illustration, and Application”, Journal of Educational Psychology, 100(3), 613- 628.
  • Elliot, A.J. ve Mcgregor, H. A., (2001). A 2x2 Achievement Goal Framework, Journal of Personality and Social Psychology, 80(3), 501-519.
  • Grass, J., Strobel, A. ve Strobel, A., (2017). Cognitive Investments in Academic Success: The Role of Need for Cognition at University, Frontiers in Psychology, 8, 1- 9.
  • Hofstede, G., (1980). Culture's Consequences: International Differences in Work-Related Values, Beverly Hills CA: Sage Publications.
  • Kanfer, R., (1990). Motivation Theory and Industrial Organizational Psychology, içinde, Dunnette, M. D., Hough, L. M., Handbook of Industrial and Organizational Psychology, Palo Alto, CA: Consulting Psychologists Press.
  • Kanfer, R., Frese, M. ve Johnson, R. E., (2017). “Motivation Related to Work: A Century of Progress”, Journal of Applied Psychology, 102(3), 338- 355.
  • Kluckhohn, C. K., (1951). Values and Value Orientations in the Theory of Action, içinde, Toward a General Theory of Action, Parsons, T., Shils E. A., Cambridge, MA: Harvard University Press.
  • Koçel, T., (2015). İşletme Yöneticiliği, İstanbul: Beta Basım A.Ş.
  • Kuşdil, M. E. ve Kağıtçıbaşı, Ç., (2000). “Türk Öğretmenlerin Değer Yönelimleri ve Schwartz Değer Kuramı”, Türk Psikoloji Dergisi,15 (45), 59-76.
  • Latham, G. P. ve Locke, E. A., (2007). New “Developments in and Directions for Goal-setting Research”, European Psychologist, 12(4), 290-300.
  • Locke, E. A. (1968). “Toward a theory of task motivation and incentives”, Organizational Behavior and Human Performance, 3, 157-189.
  • Locke, E. A., (1996). “Motivation through conscious goal setting”, Applied & Preventive Psychology, 5, 117-124.
  • Maehr, M. L. ve Zusho, A., (2009). Achievement Goal Theory: The Past, Present, and Future, içinde, Handbook of Motivation at School, Wentzel, K. R., Wigfield, A., New York: Routledge.
  • Matos, L., Lens, W., Vansteenkiste, M. ve Mouratidis, A., (2017). Optimal Motivation in Peruvian High Schools: Should Learners Pursue and Teachers Promote Mastery Goals, Performance-Approach Goals or Both, Learning and Individual Differences, 55, 87-96.
  • McClelland, D. C., (1961). The Achieving Society, New York: D. Van Nostrand Company, Inc.
  • McClelland, D. C., (1985). How Motives, Skills, and Values Determine What People Do, American Psychologist, 40(7), 812-825.
  • McClelland, D. C., (1987). Human Motivation, New York: Cambridge University Press.
  • McClelland, D. C. ve Alschuler, A. S., (1971). Final Report of Achievement Motivation Development Project, Washington, DC: U. S. Office of Education, Bureau of Research.
  • McClelland, D. C. ve Burnham, D. H., (1979). Power is the Great Motivator, içinde Harvard Business Review on Human Relations, New York: Harper&Row, Publishers.
  • Miner, J. B., (2005). Organizational Behavior 1, Essential Theories of Motivation and Leadership, New York: M.E. Sharpe, Inc.
  • Morsümbül, Ş., (2014). “Bireysel Değerlerin Üç Kuşak Arasındaki Değişimi Üzerine Bir İnceleme: Ankara Örneği”, Hacettepe Üniversitesi Türkiyat Araştırmaları Dergisi, 21, 137-160.
  • Mullins, L. J., (2010)” Management and Organizational Behaviour, (Ninth Edition), Harlow: Financial Times Prentice Hall.
  • Myers, D. G., (1992). The Pursuit of Happiness, New York: William Morrow.
  • Myers, D. G. ve Diener, E., (1996). “The Pursuit of Happiness”, Scientific American, 54- 56.
  • Nicholls, J. (1984). “Achievement Motivation: Conceptions of Ability, Subjective Experience, Task Choice, and Performance”, Psychological Review, 91(3), 328- 346
  • Pintrich, P. R., (2000). An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research, Contemporary Educational Psychology, 25, 92- 104.
  • Pintrich, P. R., Smith, D. A. F., Garcia, T. ve McKeachie, W. J., (1991). A Manual for the Use of Motivated Strategies for Learning Questionnaire (MSLQ), Michigan: University of Michigan Publications.
  • Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, R. ve Ryan. R., (2000). “Daily Well-Being: The Role of Autonomy, Competence, and Relatedness”, Personality and Social Psychology Bulletin, 26, 419-435.
  • Rokeach, M. (1973). The Nature of Human Values, New York: Free Press.
  • Ryan, R. M. (2012). Motivation and the Organization of Human Behavior: Three Reasons for the Reemergence of a Field, içinde, The Oxford Handbook of Human Motivation.
  • Schunk, D. H., Pintrich, P. R. ve Meece, J. L. (2008). Motivation in Education: Theory, Research, and Applications, (Third Edition), Upper Saddle River, NJ: Pearson Education.
  • Schwartz, S. H., (1992). Universals in the Content and Structure of Values: Theoretical Advances and Empirical Tests in 20 Countries, içinde, Advances in Experimental Social Psychology, Zanna, M. P., 25, 1-65.
  • Schwartz, S. H., (1994). “Are there Universal Aspects in the Structure and Contents of Human Values?”, Journal of Social Issues, 50, 19– 45.
  • Schwartz, S. H. ve Bilsky, W., (1987), “Toward a Psychological Structure of Human Values”, Journal of Personality and Social Psychology, 53, 550-562.
  • Schwartz, S. H., Melech, G., Lehmann, A., Burgess, S., Harris, M. ve Owens, V., (2001). Extending the Cross-Cultural Validity of the Theory of Basic Human Values with a Different Method of Measurement, Journal of Cross-Cultural Psychology, 32 (5), 519-542.
  • Schwartz, S.H., (2012). “An Overview of the Schwartz Theory of Basic Values”, Online Readings in Psychology and Culture, 2(1), 1- 20.
  • Spini, D., (2003). “Measurement Equivalence of 10 Value Types from the Schwartz Value Survey across 21 Countries”, Journal of Cross-Cultural Psychology, 34(1), 3- 23.
  • Thrash, T. M. ve Elliot, A. J., (2002). Implicit and Self-attributed Achievement Motives: Concordance and Predictive Validity, Journal of Personality, 70(5), 729- 755.
  • Thrash, T. M. ve Hurst, A. L., (2008). Approach and Avoidance Motivation in the Achievement Domain: Integrating the Achievement Motive and Achievement Goal Traditions, içinde, Handbook of Approach and Avoidance Motivation, Elliot, A. J., New York: Taylor & Francis Group.
  • Van Yperen, N.W., Blaga, M. ve Postmes, T., (2014). A meta-analysis of self-reported achievement goals and nonself-report performance across three achievement domains (work, sports, and education), Plos One, 3, 9 (4), 1-8.
  • Weiner, B., (1986). An Attributional Theory of Achievement Motivation and Emotion, New York: Springer- Verlag.

AKADEMİSYENLERİN BAŞARI HEDEFLERİ ÜZERİNDE DEĞERLERİNİN VE MOTİVASYON KAYNAKLARININ ROLÜ

Yıl 2018, Cilt 9, Sayı 21, 57 - 72, 29.07.2018
https://doi.org/10.21076/vizyoner.425017

Öz

Bireyler başarmak ya da diğerlerinden daha iyi olmak için çaba göstermektedir. Bu başarı sürecinde bireyler ustalık ve performans olarak isimlendirilen farklı başarı yönelim türlerini seçme eğilimi içindedir. Bu çalışma akademisyenlerde hangi değerlerin ve motivasyon kaynaklarının daha ön planda olduğunu ve bireye dair bu öncüllerin akademisyenlerdeki ustalık ve performans başarı hedeflerini nasıl etkilediğini ortaya koymak adına gerçekleştirilmiştir. 498 akademisyen üzerinde, Türkçeye uyumu sağlanmış ölçeklerin kullanıldığı bir saha araştırması gerçekleştirilmiştir. Araştırmanın bulgularına göre akademisyenlerin temel motivasyon kaynakları sırasıyla bağlanma ve düşünme ihtiyacıdır. Araştırmanın diğer önemli bir bulgusu ise ustalık hedefine sahip olan akademisyenlerin açıklayıcı motivasyon kaynağı en fazla düşünme, performans hedefine sahip akademisyenlerin ise en fazla güç ihtiyacıdır. Son olarak araştırmanın diğer çarpıcı bulgusu ise, değişime açıklık değeri; düşük düşünme ihtiyacında performans hedefini daha az açıklamaktadır. Yüksek bağlanma ihtiyacı olan akademisyenlerde ise değişime açıklık daha az ustalık hedefine sebep olmaktadır. 

Kaynakça

  • Ames, C., (1992). “Classrooms: Goals, Structures, and Student Motivation”, Journal of Educational Psychology, 84(3), 261- 271.
  • Andrews, J. D. W. (1967). “The Achievement Motive and Advancement in Two Types of Organizations”, Journal of Personality and Social Psychology, 6(2), 163- 168.
  • Antalyalı, Ö. L. ve Bolat, Ö. (2017). “Öğrenilmiş İhtiyaçlar Bağlamında Temel Motivasyon Kaynakları (TMK) Ölçeğinin Geliştirilmesi, Güvenilirlik Ve Geçerlik Analizi”, Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17(1), 83-114.
  • Baranik, L. E., Lau, A. R., Stanley, L. J., Barron, K. E. ve Lance, C. E., (2013). “Achievement Goals in Organizations: Is there Support for Mastery- Avoidance”, Journal of Managerial Issues, 25(1), 46- 61.
  • Bardi A. ve Schwartz S. H., (2003). “Values and Behavior: Strength and Structure of Relations”, Personality and Social Psychology Bulletin, 29(10), 1207- 1220.
  • Burnham, D. H., (1997). “Power is Still the Great Motivator – With a Difference!”, Burnham Rosen Gorup, LLC Leadership Development and Strategic Consulting, 1- 12.
  • Buss, D. M., (2008). Human Nature and Individual Differences: Evolution of Human Personality, içinde, Handbook of Personality: Theory and Research, (Third Edition), John, O. P., Robins, R. W., Pervin, L. A., Guilford Press.
  • Cacioppo, J. T. ve Petty, R. E., (1982). “The Need for Cognition”, Journal of Personality and Social Psychology, 42(1), 116- 131. Ching, S. C., (2017). The Relationship between Need for Achievement and Mental Health in Chinese Children, Yayınlanmamış Doktora Tezi, Hong Kong: Alliant International University.
  • Cohen, A. R., Stotland, E. ve Wolfe, D. M., (1955). “An Experimental Investigation of Need for Cognition”, Journal of Abnormal and Social Psychology, 51, 291-294.
  • Conroy, D. E., Elliot, A. J. ve Hofer, S. M. (2003). A 2× 2 Achievement Goals Questionnaire for Sport: Evidence for Factorial İnvariance, Temporal Stability, and External Validity, Journal of Sport and Exercise Psychology, 25(4), 456-476.
  • Coutinho, S.A. ve Woolery, L.M., (2004). “The Need for Cognition and Life Satisfaction among College Students”, College Student Journal, 38(2), 203-206.
  • Kazak Çetinkalp, F. Z. (2009). Sporda Hür İrade Kuramı ve Başarı Hedefi Kuramının Değerlendirilmesi, Yayınlanmamış Doktora Tezi, İzmir: Ege Üniversitesi, Sosyal Bilimler Enstitüsü..
  • Darnon, C., D. Muller, Schrager, S. M., Pannuzzo, N. ve Butera, F., (2006). “Mastery and Performance Goals Predict Epistemic and Relational Conflict Regulation”, Journal of Educational Psychology, 98, 766–776.
  • Deci, E. L. (1975), Intrinsic motivation, New York: Plenum.
  • Demirutku, K., (2007). Parenting Styles, Internalization of Values, and the Self-Concept, Yayınlanmamış Doktora Tezi, Ortadoğu Teknik Üniversitesi Sosyal Bilimler Enstitüsü.
  • Demirutku, K. ve Sümer, N., (2010). Temel Değerlerin Ölçümü: Portre Değerler Anketinin Türkçe Uyarlaması, Türk Psikoloji Yazıları, 13, 17-25.
  • Diener, C. I. ve Dweck, C. S., (1978). An Analysis of Learned Helplessness: Continuous Changes in Performance, Strategy, and Achievement Cognitions Following Failure, Journal of Personality and Social Psychology, 36 (5), 451- 462.
  • Dweck, C. S., (1986). “Motivational Processes Affecting Learning”, American Psychologist, 41(10), 1040- 1048.
  • Dweck, C. S., (1998). The Development of Early Self-Conceptions: Their Relevance for Motivational Processes, içinde, Motivation and Self- Regulation Across the Life Span, Heckhausen, J., Dweck, C. S. New York: Cambridge University Press.
  • Dweck, C. S. ve Leggett, E. L. (1988). “A Social- Cognitive Approach to Motivation and Personality”, Psychological Review, 95(2), 256- 273.
  • Elliot, A. J. ve Church, M. A. (1997). “A Hierarchical Model of Approach and Avoidance Achievement Motivation”, Journal of Personality and Social Psychology, 72(1), 218-232.
  • Elliot, A. J. ve Harackiewicz, J. M., (1994). “Goal Setting, Achievemet Orientation, and Intrinsic Motivation: A Mediational Analysis”, Journal of Personality and Social Psychology, 66(5), 968- 980.
  • Elliot, A. J., McGregor, H. A. ve Gable, S., (1999). “Achievement Goals, Study Strategies, and Exam Performance: A Mediational Analysis”, Journal of Educational Psychology, 91(3), 549-563.
  • Elliot, A. J. ve Murayama, K., (2008). “On the Measurement of Achievement Goals: Critique, Illustration, and Application”, Journal of Educational Psychology, 100(3), 613- 628.
  • Elliot, A.J. ve Mcgregor, H. A., (2001). A 2x2 Achievement Goal Framework, Journal of Personality and Social Psychology, 80(3), 501-519.
  • Grass, J., Strobel, A. ve Strobel, A., (2017). Cognitive Investments in Academic Success: The Role of Need for Cognition at University, Frontiers in Psychology, 8, 1- 9.
  • Hofstede, G., (1980). Culture's Consequences: International Differences in Work-Related Values, Beverly Hills CA: Sage Publications.
  • Kanfer, R., (1990). Motivation Theory and Industrial Organizational Psychology, içinde, Dunnette, M. D., Hough, L. M., Handbook of Industrial and Organizational Psychology, Palo Alto, CA: Consulting Psychologists Press.
  • Kanfer, R., Frese, M. ve Johnson, R. E., (2017). “Motivation Related to Work: A Century of Progress”, Journal of Applied Psychology, 102(3), 338- 355.
  • Kluckhohn, C. K., (1951). Values and Value Orientations in the Theory of Action, içinde, Toward a General Theory of Action, Parsons, T., Shils E. A., Cambridge, MA: Harvard University Press.
  • Koçel, T., (2015). İşletme Yöneticiliği, İstanbul: Beta Basım A.Ş.
  • Kuşdil, M. E. ve Kağıtçıbaşı, Ç., (2000). “Türk Öğretmenlerin Değer Yönelimleri ve Schwartz Değer Kuramı”, Türk Psikoloji Dergisi,15 (45), 59-76.
  • Latham, G. P. ve Locke, E. A., (2007). New “Developments in and Directions for Goal-setting Research”, European Psychologist, 12(4), 290-300.
  • Locke, E. A. (1968). “Toward a theory of task motivation and incentives”, Organizational Behavior and Human Performance, 3, 157-189.
  • Locke, E. A., (1996). “Motivation through conscious goal setting”, Applied & Preventive Psychology, 5, 117-124.
  • Maehr, M. L. ve Zusho, A., (2009). Achievement Goal Theory: The Past, Present, and Future, içinde, Handbook of Motivation at School, Wentzel, K. R., Wigfield, A., New York: Routledge.
  • Matos, L., Lens, W., Vansteenkiste, M. ve Mouratidis, A., (2017). Optimal Motivation in Peruvian High Schools: Should Learners Pursue and Teachers Promote Mastery Goals, Performance-Approach Goals or Both, Learning and Individual Differences, 55, 87-96.
  • McClelland, D. C., (1961). The Achieving Society, New York: D. Van Nostrand Company, Inc.
  • McClelland, D. C., (1985). How Motives, Skills, and Values Determine What People Do, American Psychologist, 40(7), 812-825.
  • McClelland, D. C., (1987). Human Motivation, New York: Cambridge University Press.
  • McClelland, D. C. ve Alschuler, A. S., (1971). Final Report of Achievement Motivation Development Project, Washington, DC: U. S. Office of Education, Bureau of Research.
  • McClelland, D. C. ve Burnham, D. H., (1979). Power is the Great Motivator, içinde Harvard Business Review on Human Relations, New York: Harper&Row, Publishers.
  • Miner, J. B., (2005). Organizational Behavior 1, Essential Theories of Motivation and Leadership, New York: M.E. Sharpe, Inc.
  • Morsümbül, Ş., (2014). “Bireysel Değerlerin Üç Kuşak Arasındaki Değişimi Üzerine Bir İnceleme: Ankara Örneği”, Hacettepe Üniversitesi Türkiyat Araştırmaları Dergisi, 21, 137-160.
  • Mullins, L. J., (2010)” Management and Organizational Behaviour, (Ninth Edition), Harlow: Financial Times Prentice Hall.
  • Myers, D. G., (1992). The Pursuit of Happiness, New York: William Morrow.
  • Myers, D. G. ve Diener, E., (1996). “The Pursuit of Happiness”, Scientific American, 54- 56.
  • Nicholls, J. (1984). “Achievement Motivation: Conceptions of Ability, Subjective Experience, Task Choice, and Performance”, Psychological Review, 91(3), 328- 346
  • Pintrich, P. R., (2000). An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research, Contemporary Educational Psychology, 25, 92- 104.
  • Pintrich, P. R., Smith, D. A. F., Garcia, T. ve McKeachie, W. J., (1991). A Manual for the Use of Motivated Strategies for Learning Questionnaire (MSLQ), Michigan: University of Michigan Publications.
  • Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, R. ve Ryan. R., (2000). “Daily Well-Being: The Role of Autonomy, Competence, and Relatedness”, Personality and Social Psychology Bulletin, 26, 419-435.
  • Rokeach, M. (1973). The Nature of Human Values, New York: Free Press.
  • Ryan, R. M. (2012). Motivation and the Organization of Human Behavior: Three Reasons for the Reemergence of a Field, içinde, The Oxford Handbook of Human Motivation.
  • Schunk, D. H., Pintrich, P. R. ve Meece, J. L. (2008). Motivation in Education: Theory, Research, and Applications, (Third Edition), Upper Saddle River, NJ: Pearson Education.
  • Schwartz, S. H., (1992). Universals in the Content and Structure of Values: Theoretical Advances and Empirical Tests in 20 Countries, içinde, Advances in Experimental Social Psychology, Zanna, M. P., 25, 1-65.
  • Schwartz, S. H., (1994). “Are there Universal Aspects in the Structure and Contents of Human Values?”, Journal of Social Issues, 50, 19– 45.
  • Schwartz, S. H. ve Bilsky, W., (1987), “Toward a Psychological Structure of Human Values”, Journal of Personality and Social Psychology, 53, 550-562.
  • Schwartz, S. H., Melech, G., Lehmann, A., Burgess, S., Harris, M. ve Owens, V., (2001). Extending the Cross-Cultural Validity of the Theory of Basic Human Values with a Different Method of Measurement, Journal of Cross-Cultural Psychology, 32 (5), 519-542.
  • Schwartz, S.H., (2012). “An Overview of the Schwartz Theory of Basic Values”, Online Readings in Psychology and Culture, 2(1), 1- 20.
  • Spini, D., (2003). “Measurement Equivalence of 10 Value Types from the Schwartz Value Survey across 21 Countries”, Journal of Cross-Cultural Psychology, 34(1), 3- 23.
  • Thrash, T. M. ve Elliot, A. J., (2002). Implicit and Self-attributed Achievement Motives: Concordance and Predictive Validity, Journal of Personality, 70(5), 729- 755.
  • Thrash, T. M. ve Hurst, A. L., (2008). Approach and Avoidance Motivation in the Achievement Domain: Integrating the Achievement Motive and Achievement Goal Traditions, içinde, Handbook of Approach and Avoidance Motivation, Elliot, A. J., New York: Taylor & Francis Group.
  • Van Yperen, N.W., Blaga, M. ve Postmes, T., (2014). A meta-analysis of self-reported achievement goals and nonself-report performance across three achievement domains (work, sports, and education), Plos One, 3, 9 (4), 1-8.
  • Weiner, B., (1986). An Attributional Theory of Achievement Motivation and Emotion, New York: Springer- Verlag.

Ayrıntılar

Birincil Dil Türkçe
Konular İşletme
Bölüm Araştırma Makaleleri
Yazarlar

Tuğba ERHAN
SÜLEYMAN DEMİREL ÜNİVERSİTESİ
0000-0002-5697-490X
Türkiye


İlker Hüseyin ÇARIKÇI
SÜLEYMAN DEMİREL ÜNİVERSİTESİ
0000-0002-3095-6359
Türkiye


Ali Murat ALPARSLAN Bu kişi benim
BURDUR MEHMET AKİF ERSOY ÜNİVERSİTESİ
0000-0002-1682-4202
Türkiye

Yayımlanma Tarihi 29 Temmuz 2018
Başvuru Tarihi 18 Mayıs 2018
Kabul Tarihi 19 Haziran 2018
Yayınlandığı Sayı Yıl 2018, Cilt 9, Sayı 21

Kaynak Göster

APA Erhan, T. , Çarıkçı, İ. H. & Alparslan, A. M. (2018). AKADEMİSYENLERİN BAŞARI HEDEFLERİ ÜZERİNDE DEĞERLERİNİN VE MOTİVASYON KAYNAKLARININ ROLÜ . Süleyman Demirel Üniversitesi Vizyoner Dergisi , 9 (21) , 57-72 . DOI: 10.21076/vizyoner.425017

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