The evaluation of achievement orientation and academic self-regulation of students studying in Faculties of Sport Sciences
Keywords:
Achievement orientation, academic self-regulation, studentAbstract
This study aims to evaluate the achievement orientation and academic self-regulation of students studying in Faculties of Sport Sciences according to a number of variables.
1073 students studying in the Departments of Teaching, Sport Management, Coaching and Recreation in the Faculties of Sport Sciences at Gazi University, Mugla Sıtkı Koçman University and Selcuk University participated in this study voluntarily. Volunteers were asked to complete the Socio-Demographic Information Form, Achievement Orientation Scale and Academic Self-Regulation Scale. The Achievement Orientation Scale was created by Elliot and Murayama in 2008 and adapted into Turkish in 2012 by Uçar with the validity and reliability value of .89. The Academic Self-Regulation Scale, on which validity and reliability studies have been carried out, was created by Martinez Pons in 2000, modified by Maclellan and Soden in 2006 and adapted into Turkish by Kaplan in 2014. Data collected was registered using the IBM SPSS 22 package. Inventories, which contain personal information about participants, were given as frequency (f) or percentage (%) values corresponding to the average score. The data had a non-parametric distribution. Mann-Whitney U and Kruskal-Wallis analyses were used for statistical analysis.
As a result, it is proven that achievement orientation and self-regulation are directly related to the gender, university and department. The reason for this may be the fact that universities and instructors, who aspire to develop students' professional and personal characteristics and increase students' knowledge and awareness, also desire to make students attain individual self-sufficiency by educating them in accordance with students' goals.
Annotate HighlightDownloads
Metrics
References
Akın A. & Arslan, S., (2014). Başarı Yönelimleri ile Kararlılık Arasındaki İlişkiler [Relations Between Success Orientations and Stability]. Eğitim ve BilimDergisi. Cilt 39 Sayı 175 267-274.
Ames, C. (1992). Classrooms Goals Structures and Student Motivation. Journal of Educational Psychology, Vol:84.
Arslan A, (2011). Öğretmen Adaylarının Amaç Yönelimleri ile YapılandırmacılığaYönelik Görüşlerininİncelenmesi [Examining Teacher Candidates' Purpose Orientations and Constructivist Views]. OMÜ Eğitim Fakültesi Dergisi, 30:1. 107-122.
Aydın, S. (2012). Proje Tabanlı Öğrenme Ortamlarının Biyoloji Öğretmen Adaylarının Öz-Düzenleme Seviyeleri ve Öz-Yeterlik İnançları Üzerine Etkisi [The Effect of Project-Based Learning Environments on Self-Regulation Levels and Self-Efficacy Beliefs of Biology Teacher Candidates]. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Ortaöğretim Fen ve Matematik Alanlar Eğitimi Anabilim Dalı. Doktora Tezi.155.
Bouffard, T., Boisvert, J., Vezeau, C. &Larouche, C. (1995). The İmpact Of Goal Orientation On Self-Regulation Performance Among College Students. British Journal Of Educational Psychology, 65, 317-329
Çiltaş, A. &Bektaş, F. (2009). Motivation And Self-Arrangements Skills Of Primary School Students` İnto Mathematics Lesson. An International Journal Social Sci. And Humanities, 28,152-159.
Elliot, A. J. & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100 (3), 613-628.
Elliot, A.J. &Mcgregor, H. (2001). A 2x2 Achievement Goal Framework. Journal Of Personality And Social Psychology, 80(3), 501-519
Gömleksiz N.M. &Demiralp D. (2012). Öğretmen Adaylarının Öz-Düzenleyici Öğrenme Becerilerine İlişkin Görüşlerinin Çeşitli Değişkenler Açısından Değerlendirilmesi [Evaluation of Teacher Candidates' Opinions Regarding Self-Regulatory Learning Skills in Terms of Variable Variables]. Gaziantep ÜniversitesiSosyalBilimlerDergisi (http://sbe.gantep.edu.tr)11(3):777 -795 ISSN: 1303-0094.
Kaplan, E. (2014). Beden Eğitimi ve Spor Öğretmenliği Öğrencilerinde Öz-Düzenleme: Ölçek Uyarlama Çalışması [Self-Regulation in Physical Education and Sport Teacher Students: Scale Adaptation Study]. YüksekLisansTezi. Akdeniz Üniversitesi Sağlık Bilimleri Enstitüsü Beden Eğitimi ve Spor Bilimleri Anabilim Dalı. Antalya, 99.
Kaplan, A. &Maehr, M. L. (2007). The Contributions and Prospects of Goal Orientation Theory, EducPsychol Rev., 19:141–184.
Küçükoğlu A., Kaya İ. &Turan A, (2010). Sınıf Öğretmenliği Anabilim Dalı Öğrencilerinin BaşarıYönelimi Algılarının Farklı Değişkenler Açısından İncelenmesi Atatürk Üniversitesi ve Ondokuz Mayıs Üniversitesi Örneği) [Analysis of the Perception of Success Orientations of Students of Department of Primary School Teacher Education in Terms of Different Variables Sample of Atatürk Universty and Ondokuz Mayıs University]. Fırat Üniversitesi Sosyal Bilimler Dergisi Fırat University Journal Of Social Science Cilt: 20, Sayı: 2, Sayfa: 121-135, Elazığ-2010.
Maclellan, E. &Soden, R. (2006). Facilitating Self-Regulation İn Higher Education Through Self-Report. Learning Environments Research, 9, 95-110.
Martinez-Pons, M. (2000). Effective Transfer As A Self-Regulatory Process: İmplications For Adult Education. Paper Presented At The Royaumont Symposium On Self-Learning, Paris.
Odacı H., Berber Çelik Ç.&Çıkrıkçı Ö. (2013). Psikolojik Danışman Adaylarının BaşarıYönelimlerinin Bazı Değişkenlere Göre Yordanması [Predicting Candidate Psychological Counselors’ Goal Orientations As Related to Several Variables]. Türk Psikolojik Danışma ve Rehberlik Dergisi,4 (39), 95-105.
Pepe O, (2015). Predictive Power Of The Success Tendency And Ego İdentity Status Of The University Students. Educational Research And Reviews. Vol. 10(17), Pp. 2447-2454,
Pintrich, P.R. (2000). An Achievement Goal Theory Perspective on Ġssues in Motivation Terminology, Theory and Research. Contemporary Educational Psychology, 25, 92-104.
Pintrich, P. & De Groot, A. (1990). “Motivational And Self-RegulatedLearning components Of Classroom Academic Performans”, Journal Of Educational psychology, Vol. 82, No.1, Ss, 33–40.
Pintrich, P.R., Smith, D.A.F., Garcia, T. &McKeachie, W.J., (1991). Self-Regulated Learning Strategies, http://www.jan.ucc.nau.edu. ErişimTarihi: 25.03.2016.
Sağırlı, M.Ö. &Azapağası E. (2009). Üniversite Öğrencilerinin Öğrenmede Öz-Düzenlemeyi Öğrenme Becerilerinin İncelenmesi [Examining the Learning Skills of Self-Regulating Self-Learned by University Students]. Ankara University, Journal Of Faculty Of Educational Sciences, 42(2),129-161.
Sağırlı, Ö.M., Çiltaş, A., Azapağası, E. &Zehir, K. (2010). Yüksek Öğretimin Öz-Düzenlemeyi Öğrenme Becerilerine Etkisi [The Effect of Higher Education on Self-Regulation Learning Skills] (Atatürk Üniversitesi Örneği). Mayıs Cilt:18 No:2 Kastamonu Eğitim Dergisi 587-596
Schuitema, J.,Peetsma, T. & Van Der Veen, I. (2012). Self Regulated Learning And Students'Perceptions Of Innovative And Traditional Learning Environments: A Longitudinal study İn Secondary Education, Educational Studies, 38(4), 397-413.
Solmaz, A., Yalmancı Gürbüzoğlu S. &Yel M. (2014). Fen Bilgisi Öğretmen Adaylarının Başarı AmaçYönelimlerinin Çeşitli Değişkenler Açısından İncelenmesi [Investigation of Success Goal Orientations of Science Teacher Candidates in Terms of Variable Variables]. KafkasÜniversitesi, e – Kafkas Eğitim Araştırmaları Dergisi, 1 (1), Ss.31-39.
Uçar H. (2012).İngilizce Öğretmen Adaylarının Özyeterlik İnancı, Başarı Yönelimi ve Çevrimiçi Öğrenme Ortamına Katılım Durumu: Uzaktan İÖLP Örneği [Self-Efficacy of English Teacher Candidates, Success Orientation and Participation in the Online Learning Environment: Remote IOLP Example], Yüksek Lisans Tezi. Uzaktan Eğitim Ana Bilim Dalı, Sosyal Bilimler Enstitüsü. AnadoluÜniversitesi. Eskişehir.2012. 120.
Uygun, M. (2012). Öz-Düzenleme Stratejisi Gelişimi ÖğretimininYazılı Anlatıma, Yazmaya Yönelik Öz-Düzenleme Becerisine, Kalıcılığa ve Tutuma Etkisi [Self-Regulation Strategy Development Instruction's Written Narration, Writing Self-Regulation Ability, Persistence and Tutting Effect.]. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, İlköğretim Ana Bilim Dalı, DoktoraTezi.ss. 172.
Yüksel İ. (2013). Öğretimsel Stil Tercihlerinin Öz-Düzenleme Beceri Düzeylerini Yordama Gücü [The Power of Teaching Style Preferences to Tail Self-Regulating Skills]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 20 212-229.
Zimmerman, B.J. (2000). Attainment Of Self-Regulation: Asocial Cognitive Perspective. In M. Boekaerts, P.R. Pintrich, &M. Zeidner (Eds.), Handbook Of Self-Regulation (Pp. 13-39). San Diego, CA: Academic pres.
Downloads
Additional Files
Published
How to Cite
Issue
Section
License
Authors can retain copyright, while granting the journal right of first publication. Alternatively, authors can transfer copyright to the journal, which then permits authors non-commercial use of the work, including the right to place it in an open access archive. In addition, Creative Commons can be consulted for flexible copyright licenses.
©1999 Creative Commons Attribution-ShareAlike 4.0 International License.
