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

Mustafa Uğraş

doi:10.29029/busbed.453792

Araştırma Makalesi

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

Yıl 2018, , 495 - 508, 01.10.2018

Mustafa Uğraş

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

Cited By: 6

Öz

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.

Anahtar Kelimeler

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

Kaynakça

AKTAMIŞ, H., ÖZENOĞLU KİREMİT, H. & KUBİLAY, M. (2016), Öğrencilerin Öz-Yeterlik İnançlarının Fen Başarılarına ve Demografik Özelliklerine Göre İncelenmesi Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 7(2), 1-10ALKAN, İ. & BAHRİ, N. (2017), Fen Öğrenmeye Yönelik Motivasyon ile Fen Başarısı Arasındaki İlişki Üzerine Bir Meta Analiz Çalışması. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 32, 865-874.ANTLE, A. N., TANENBAUM, J., BEVANS, A., SEABORN, K., & WANG, S. (2011), Balancing act: Enabling public engagement with sustainability issues through a multi-touch tabletop collaborative game. Human-Computer Interaction – INTERACT 2011, 6947, 194-211.AREEPATTAMANNIL, S., FREEMAN, J. G., & KLINGER, D. A. (2011), Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada. Social Psychology of Education, 14(2), 233-259.BANDURA, A. (1997), Self-efficacy: Theexercise of control. 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. British Journal of Educational Psychology, 81, 78–96. http://dx.doi.org/10.1348/2044-8279.002004.CARNEGIE CORPORATION OF NEW YORK, INSTITUTE FOR ADVANCED STUDY, & COMMISSION ON MATHEMATİCS AND SCİENCE EDUCATION (2009), The opportunity equation: Transforming mathematics and science education for citizenship and the global economy. Retrieved 01 March 2018, from http://carnegie.org/fileadmin/ Media/Publications/PDF/OpportunityEquation.pdf.CHANG, C.-Y., & CHENG, W.-Y. (2008), Science achievement and students’ self‐confidence and interest in science: A Taiwanese representative sample study. International Journal of Science Education, 30(9), 1183-1200.CHOWDHURY, S. M. & SHAHABUDDIN, M. A. (2007), Self-efficacy, motivation and their relationship to academic performance of Bangladesh College Students, College Quarterly, 10(1), 1-9.ÇAYCI, B. (2013), İlköğretim Öğrencilerinin Fen ve Teknoloji Dersi Öz-Yeterlik İnançları ile Kavram Başarıları Arasındaki İlişki. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(2), 305-324.DECI, E. L., & RYAN, R. M. (2000), The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. http://dx.doi.org/10.1207/S15327965PLI1104_01.DECI, E. L., & RYAN, R. M. (2008), Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49, 14-23.ERGENE, T. (2011), Lise öğrencilerinin sınav kaygısı, çalışma alışkanlıkları, başarı güdüsü ve akademik performans düzeyleri arasındaki ilişkilerin incelenmesi. Education and Science, 36, 320-330.FETTAHLIOĞLU, P., GÜVEN, E., İNCE, E., ÇIBIK, A. & AYDOĞDU M. (2011), Fen bilgisi öğretmen adaylarının fen öğretimine yönelik öz-yeterlik inançlarının akademik başarı üzerine etkisi. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi,12(3), 159-175FIELD, A. (2009), Discovering statics using SPSS. London: SAGE.FRAENKEL, J., WALLEN, N., & HYUN, H.H. (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. (2013), Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67–72. http://dx.doi.org/ 10.1016/j.lindif.2013.01.005.KRAPP, A., & PRENZEL, M. (2011), Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33(1), 27–50.KUENZI, J., MATTHEWS, M., & MANGAN, B. (2006), Science, technology, engineering, and mathematics (STEM) education issues and legislative options. Congressional research report. Washington, DC: Congressional Research Service.KUZGUN, Y. (2000), Vocational counseling: Theory, applications. Ankara: Nobel.LENT, R. W., LOPEZ F. G., & BİESCHKE, K. J. (1991), Mathematics self-efficacy: Sources and relation to science-based career choice. Journal of Counseling Psychology, 38, 424-430.LIGHTSEY R., (1999), Albert Bandura and the Exercise of SelfEfficacy, J. Cognit. Psychother., 13(2), 158–166.LIOU, P.-Y. 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AN EXAMINATION OF THE RELATIONSHIP BETWEEN SEVENTH-GRADE STUDENTS’ MOTIVATION AND SELF-EFFICACY BELIEFS WITH SCIENCE ACHIEVEMENT

Yıl 2018, , 495 - 508, 01.10.2018

Mustafa Uğraş

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

Cited By: 6

Öz

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.

Anahtar Kelimeler

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

Kaynakça

AKTAMIŞ, H., ÖZENOĞLU KİREMİT, H. & KUBİLAY, M. (2016), Öğrencilerin Öz-Yeterlik İnançlarının Fen Başarılarına ve Demografik Özelliklerine Göre İncelenmesi Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 7(2), 1-10ALKAN, İ. & BAHRİ, N. (2017), Fen Öğrenmeye Yönelik Motivasyon ile Fen Başarısı Arasındaki İlişki Üzerine Bir Meta Analiz Çalışması. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 32, 865-874.ANTLE, A. N., TANENBAUM, J., BEVANS, A., SEABORN, K., & WANG, S. (2011), Balancing act: Enabling public engagement with sustainability issues through a multi-touch tabletop collaborative game. Human-Computer Interaction – INTERACT 2011, 6947, 194-211.AREEPATTAMANNIL, S., FREEMAN, J. G., & KLINGER, D. A. (2011), Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada. Social Psychology of Education, 14(2), 233-259.BANDURA, A. (1997), Self-efficacy: Theexercise of control. 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. British Journal of Educational Psychology, 81, 78–96. http://dx.doi.org/10.1348/2044-8279.002004.CARNEGIE CORPORATION OF NEW YORK, INSTITUTE FOR ADVANCED STUDY, & COMMISSION ON MATHEMATİCS AND SCİENCE EDUCATION (2009), The opportunity equation: Transforming mathematics and science education for citizenship and the global economy. Retrieved 01 March 2018, from http://carnegie.org/fileadmin/ Media/Publications/PDF/OpportunityEquation.pdf.CHANG, C.-Y., & CHENG, W.-Y. (2008), Science achievement and students’ self‐confidence and interest in science: A Taiwanese representative sample study. International Journal of Science Education, 30(9), 1183-1200.CHOWDHURY, S. M. & SHAHABUDDIN, M. A. (2007), Self-efficacy, motivation and their relationship to academic performance of Bangladesh College Students, College Quarterly, 10(1), 1-9.ÇAYCI, B. (2013), İlköğretim Öğrencilerinin Fen ve Teknoloji Dersi Öz-Yeterlik İnançları ile Kavram Başarıları Arasındaki İlişki. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(2), 305-324.DECI, E. L., & RYAN, R. M. (2000), The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. http://dx.doi.org/10.1207/S15327965PLI1104_01.DECI, E. L., & RYAN, R. M. (2008), Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49, 14-23.ERGENE, T. (2011), Lise öğrencilerinin sınav kaygısı, çalışma alışkanlıkları, başarı güdüsü ve akademik performans düzeyleri arasındaki ilişkilerin incelenmesi. Education and Science, 36, 320-330.FETTAHLIOĞLU, P., GÜVEN, E., İNCE, E., ÇIBIK, A. & AYDOĞDU M. (2011), Fen bilgisi öğretmen adaylarının fen öğretimine yönelik öz-yeterlik inançlarının akademik başarı üzerine etkisi. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi,12(3), 159-175FIELD, A. (2009), Discovering statics using SPSS. London: SAGE.FRAENKEL, J., WALLEN, N., & HYUN, H.H. (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. (2013), Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67–72. http://dx.doi.org/ 10.1016/j.lindif.2013.01.005.KRAPP, A., & PRENZEL, M. (2011), Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33(1), 27–50.KUENZI, J., MATTHEWS, M., & MANGAN, B. (2006), Science, technology, engineering, and mathematics (STEM) education issues and legislative options. Congressional research report. Washington, DC: Congressional Research Service.KUZGUN, Y. (2000), Vocational counseling: Theory, applications. Ankara: Nobel.LENT, R. W., LOPEZ F. G., & BİESCHKE, K. J. (1991), Mathematics self-efficacy: Sources and relation to science-based career choice. Journal of Counseling Psychology, 38, 424-430.LIGHTSEY R., (1999), Albert Bandura and the Exercise of SelfEfficacy, J. Cognit. Psychother., 13(2), 158–166.LIOU, P.-Y. (2014a), Evaluating measurement properties of attitudinal items related to learning science in Taiwan from TIMSS 2007. Journal of Baltic Science Education, 16(3), 856–869.LIOU, P.-Y., & LİU, E. Z.-F. (2015), An analysis of the relationships between Taiwanese eighth and fourth graders′ motivational beliefs and science achievement in TIMSS 2011. Asia Pacific Education Review, 16(3), 433–445.LIOU, P.-Y & JESSİE HO, H-N (2018). Relationships among instructional practices, students’ motivational beliefs and science achievement in Taiwan using hierarchical linear modelling, Research Papers in Education, 33(1), 73-88, DOI: 10.1080/02671522.2016.1236832.MARGOLIS, H & MCCABE, P. (2003), Self-Efficacy: A Key to Improving the Motivation of Struggling Learners. Preventing School Failure. 47(4), 162-169.MARSH H. W., & YEUNG A. S. (1997), Coursework selection: Relations to academic self-concept and achievement. 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Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Bölüm	Araştırma Makaleleri
Yazarlar	Mustafa Uğraş 0000-0001-6921-0178
Yayımlanma Tarihi	1 Ekim 2018
Yayımlandığı Sayı	Yıl 2018

Kaynak Göster

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