YEDİNCİ SINIF ÖĞRENCİLERİNİN MOTİVASYON İLE ÖZ YETERLİK İNANÇLARININ FEN BİLİMLERİ DERSİNDEKİ BAŞARILARIYLA İLİŞKİSİNİN İNCELENMESİ

Mustafa Uğraş

doi:10.29029/busbed.453792

Research Article

YEDİNCİ SINIF ÖĞRENCİLERİNİN MOTİVASYON İLE ÖZ YETERLİK İNANÇLARININ FEN BİLİMLERİ DERSİNDEKİ BAŞARILARIYLA İLİŞKİSİNİN İNCELENMESİ

Year 2018, , 495 - 508, 01.10.2018

Mustafa Uğraş

https://doi.org/10.29029/busbed.453792

Cited By: 6

Abstract

Bu araştırmanın amacı yedinci sınıf öğrencilerinin
motivasyon ve öz yeterlik inançları ile fen bilimleri dersindeki başarıları
arasındaki ilişkiyi incelemektir. Bu kapsamda çalışmada nicel yöntem içerisinde
değerlendirilen ilişkisel tarama yöntemi kullanılmıştır. Araştırmada veri
toplamak amacıyla “Güdülenme ve Öğrenme Stratejileri Ölçeği” ve “Öz Yeterlik
Kaynakları Ölçeği” kullanılmıştır. Araştırmanın çalışma grubunu Elazığ il
merkezinde sekiz farklı okulda öğrenim gören 160 yedinci sınıf öğrencisi oluşturmaktadır. Bu
öğrencilerin 98’ i (%61,25) kız 62’ si (%38,75)ise erkektir. Çalışma yapılacak
öğrencilerin belirlenmesinde uygun örnekleme yöntemi kullanılmıştır. Öğrenciler
araştırmaya gönüllülük esaslı olarak katılmışlardır. Araştırmaya katılan
öğrencilerden elde edilen verilerin analizleri, çıkarımsal istatistik
yöntemlerinden olan çoklu regresyon ve korelasyon analizi kullanılarak
yapılmıştır. Araştırma sonucunda öğrencilerin motivasyon ve öz yeterlikleri ile
fen bilimlerindeki başarıları arasında pozitif bir ilişki olduğu
belirlenmiştir. Motivasyon ve öz yeterlik inanç puanlarının fen bilimleri
başarısı üzerinde anlamlı bir yordayıcı olduğu tespit edilmiştir.

Keywords

Motivasyon İnancı, Fen Öz yeterlik İnancı, Fen Bilimleri Başarısı, Çoklu Regresyon, orta okul öğrencileri

References

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New York: Freeman.BONG, M., LEE, S. K., & WOO, Y. (2015), The roles of interest and self-efficacy in the decision to pursue mathematics and science. In K. A. Renninger, M. Nieswandt, & S. Hidi. Interest in mathematics and science learning. (pp. 33 - 48). Washington, DC: American.BORSATO, G., & STOBEL, K. (2013), Academic demands and student achievement: A view from middle school classrooms in Redwood City, CA (1st ed., pp. 1-10). Retrieved from http://gardnercenter.stanford.edu/resources/publications/RCSDSurvey IssueBriefFinal11413.pdf.CAPRARA, G. V., VECCHIONE, M., ALESSANDRI, G., GERBINO, M., & BARBARANELLI, C. (2011), The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. 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AN EXAMINATION OF THE RELATIONSHIP BETWEEN SEVENTH-GRADE STUDENTS’ MOTIVATION AND SELF-EFFICACY BELIEFS WITH SCIENCE ACHIEVEMENT

Year 2018, , 495 - 508, 01.10.2018

Mustafa Uğraş

https://doi.org/10.29029/busbed.453792

Cited By: 6

Abstract

The aim of this research was
to examine the relationship between seventh-grade students’ motivation and
science self-efficacy beliefs with science achievement. This research was
conducted with a relational model. In order to collect data, motivation belief
scale which is a sub-scale of "Motivated Strategies for Learning Questionnaire
(MSLQ)" and “Resources of Self-Efficacy Scale" were used. The sample
of the study was composed of 160 seventh grade students. While 61.25% of
samples were girls, 38.75% of them were boys. In the analysis of the data,
multiple regressions and a correlation analysis were utilized. The results of
the correlation analyses showed a positive middle-level relationship between
motivation belief and science self-efficacy perception variables. Results of
the multiple regression analyses also showed that motivation belief and science
self-efficacy perception positively predicted science achievement. Students’
motivate and science self-efficacy beliefs explain about 48% of the total
variance regarding their science achievement.

Keywords

Motivate Beliefs, Science Self-Efficacy Beliefs, Science Achievement, Science Teachers, Middle School Students’

References

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New York: Freeman.BONG, M., LEE, S. K., & WOO, Y. (2015), The roles of interest and self-efficacy in the decision to pursue mathematics and science. In K. A. Renninger, M. Nieswandt, & S. Hidi. Interest in mathematics and science learning. (pp. 33 - 48). Washington, DC: American.BORSATO, G., & STOBEL, K. (2013), Academic demands and student achievement: A view from middle school classrooms in Redwood City, CA (1st ed., pp. 1-10). Retrieved from http://gardnercenter.stanford.edu/resources/publications/RCSDSurvey IssueBriefFinal11413.pdf.CAPRARA, G. V., VECCHIONE, M., ALESSANDRI, G., GERBINO, M., & BARBARANELLI, C. (2011), The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. 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(2012), How to design and evaluate research in education (8th ed.). Boston: McGraw Hill.GÖK, G. (2014), The effect of 7E learning cycle instruction on 6th grade students’ conceptual understanding of human body systems, self-regulation, scientific epistemological beliefs, and science process skills. (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.GÜRBÜZ, S. & ŞAHİN, F. (2017), Sosyal bilimlerde araştırma yöntemleri (4. Baskı). Ankara: Seçkin Yayıncılık.İSRAEL, E. (2007), Özdüzenleme eğitimi, fen başarısı ve özyeterlilik. Yayımlanmamış doktora tezi. Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü, İzmir.INSTITUTE OF MEDICINE, NATIONAL ACADEMY OF ENGINEERING, & NATIONAL ACADEMY OF SCIENCES (2007), Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: The National Academies Press.JACK, B. M., LIN, H.-S., & YORE, L. D. (2014), The synergistic effect of affective factors on student learning outcomes. Journal of Research in Science Teaching, 51(8), 1084-1101.KARADENİZ, Ş. BÜYÜKÖZTÜRK, Ş. AKGÜN, Ö. E. ÇAKMAK, E. K. & DEMİREL, F. (2008), The Turkısh Adaptatıon Study Of Motıvated Strategıes For Learnıng Questıonnaıre (MSLQ) For 12–18 Year Old Chıldren: Results Of Confırmatory Factor Analysıs. The Turkish Online Journal of Educational Technology – TOJET. 7(4), 108-117.KIRAN, D. (2010), A Study on Sources and Consequences of Elementary Students’ Self-Effıcacy Belıefs in Scıence and Technology Course. (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.KIZILGÜNEŞ, B., TEKKAYA, C., & SUNGUR, S. (2009), Modeling the Relations Among Students’ Epistemological Beliefs, Motivation, Learning Approach, and Achievement, The Journal of Educational Research, 102(4), 243-255.KOMARRAJU, M., & NADLER, D. 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Details

Primary Language	Turkish
Journal Section	Articles
Authors	Mustafa Uğraş 0000-0001-6921-0178
Publication Date	October 1, 2018
Published in Issue	Year 2018

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APA	Uğraş, M. (2018). YEDİNCİ SINIF ÖĞRENCİLERİNİN MOTİVASYON İLE ÖZ YETERLİK İNANÇLARININ FEN BİLİMLERİ DERSİNDEKİ BAŞARILARIYLA İLİŞKİSİNİN İNCELENMESİ. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(16), 495-508. https://doi.org/10.29029/busbed.453792