Buradasınız

İlköğretim II. Kademe Öğrenci-Sporcuların Başarı Algısı ve Öz-Yeterlik Düzeyleri Arasındaki İlişki

Relationship between Perception of Success and Self-Efficacy of Secondary School Student-Athlete

Journal Name:

Publication Year:

Abstract (2. Language): 
The purpose of this study was to determine perception of success and self-efficacy secondary school student-athletes, and also to examine effect of perception of success on general self-efficacy. A total of 431 student-athletes respondents (237 girls and 194 boys) participated to the study. General Self-Efficacy Scale and The Children's Version of The Perception of Success Questionnaire were used to determine students’ self-efficacy and perception of success levels, respectively. Independent sample t test, one-way ANOVA, correlation analysis and multiple regression analysis were used to analyze data. According to analysis, there was a moderate-level, positive and meaningful difference between self-efficacy and perception of success of subscales. In addition, task orientation was positive and significant predictor of self-efficacy.
Abstract (Original Language): 
Bu çalışmanın amacı, ilköğretim ikinci kademe öğrenci-sporcuların öz-yeterlik ve başarı algısı düzeylerini belirlemek ve başarı algısının öz-yeterlik üzerindeki etkisini incelemektir. Çalışmada, 237’sı kız ve 194’sı erkek olmak üzere toplam 431 öğrencisporcu yer almaktadır. Öğrencilerin öz-yeterlik ve başarı algısı düzeylerini belirlemek için Genel Öz-yeterlik Ölçeği ve Başarı Algısı Envanteri’nin Çocuk versiyonu kullanılmıştır. Verilerin değerlendirilmesinde bağımsız gruplar için t testi, tek yönlü varyans analizi, korelasyon analizi ve çoklu regresyon analizi kullanılmıştır. Sonuçlar, öğrencilerin öz-yeterlik ile başarı algısı alt boyutları arasında orta düzeyde, pozitif ve anlamlı bir ilişkinin olduğunu göstermiştir. Ayrıca, görev yöneliminin özyeterliğin pozitif ve anlamlı belirleyicisi olduğu belirlenmiştir. Bu çalışmanın bulguları, öğretmenlerin öğrencilerinin öğrenme, performans ve güdülenmelerini nasıl destekleyebileceklerine ilişkin pratik yöntemler ve öneriler sağlamaktadır
14-19

REFERENCES

References: 

1. Akkoyunlu B., Orhan F., Umay, A. Bilgisayar
Öğretmenleri için Bilgisayar Öğretmenliği Öz-Yeterlik
Ölçeği Geliştirme Çalışması. Hacettepe Üniversitesi
Eğitim Fakültesi Dergisi, 2005, 29: 1-8.
2. Anderman EM., Midgley C. Changes in achievement
goal orientations, perceived academic competence, and
grades across the transition to middle-level schools.
Contemporary Educational Psychology, 1997, 22, 269–
298.
3. Anshel MH. Sport psychology: from theory to
practice. 3rd ed. Scottsdale, Arizona: Gorsuch
Scarisbrick. 1997, 115-151.
4. Baker L., Wigfield A. Dimensions of children’s
motivation for reading and their relations to reading
activity and reading achievement. Reading Research
Quarterly, 1999, 34, 452–477.
5. Bandura A. Self-efficacy. In V. S. Ramachaudran (Ed.),
Encyclopedia of human behavior (Vol.4, pp. 71-81).
New York: Academic Press.
http://www.des.emory.edu/mfp/BanEncy.html.,
1994.
6. Bandura A. Self-efficacy: The exercise of control. New
York: W. H. Freeman Company, 1997.
7. Bortelli L., Robazza C. Italian version of the Task and Ego
Orientation in physical education questionnaire. Perception
Motor Skills, 2005, 101(3) : 901-910.
8. Christodoulidis T., Papaioannou A., Digelidis N.
Motivational climate and attitudes towards exercise in
Greek senior high school: a yearlong intervention. Eur
J Sport Sci, 2001, 1:1–12.
9. Cox RH. Sport psychology: Concepts and applications.
4th ed. Boston: The McGraw-Hill; 1998, 236-71.
10. Digelidis, N. & Papaioannou, A. Age-group
differences in intrinsic motivation, goal orientations
and perceptions of athletic competence, physical
appearance and motivational climate in Greek physical
education. Scand J Med Sci Sports, 1999, 9: 375-380
11. Duda JL. Goals: A social-cognitive approach to the
study of achievement motivation in sport. In: Singer
RN, Murphey M, Tennant LK, eds. Handbook on
Research on Sport Psychology.New York: Macmillan;
1993, 421-36.
12. Hanrahan, SJ. and Biddle, SJH. Measurement of
achievement orientations: Psychometric measures,
gender, and sport differences. European Journal of
Sport Science, 2002, 2 5: 1-12.
13. Hsieh P., Cho Y., Liu M., Schallert DL. Examining the
ınterplay between middle school students’ achievement
goals and self-efficacy ın a technology-enhanced
learning environment, American Secondary Education,
2008, 36(3) Summer.
14. Hsieh P., Sullivan J.R., Guerra NS. A closer look at
college students: self-efficacy and goal orientation.
Journal of Advanced Academics, 2007, 18, 454–476.
15. Kavussanu M., Roberts GC. Motivation in physical
activity contexts: the relationship of perceived
motivational climate to intrinsic motivation and selfefficacy.
J. Sport Exerc. Psychol., 1996, 18:264-280.
16. Kazak Çetinkalp Z. The validity and reliability study of
“the children's version of the perception of success
questionnaire-POSQ-CH” for Turkish athletes. 9.
Uluslararası Spor Bilimleri Kongresi Bildiri Kitabı,
2006, 1325-7.
17. Kazak Z., Moralı S., Doğan B. Sporcuların güdüsel
yönelimlerinin öngörücüleri olarak: hedef yönelimi,
sportif yeterllik ve yaşam doyumu. Ege Üniversitesi
Beden Eğitimi ve Spor Yüksekokulu, Performans
Dergisi, 2004, 10 (3), 27-34.
18. Kim YS. Effects of achievement goal orientation of
dental school students on self-motivation, selfregulated
learning strategies, and self-efficacy. Korean
Journal of Medical Education. Sep; 2008, 20(3):199-
208.
19. Li F, Harmer P, Acock A. The task and ego orientation
in sport questionnaire: construct equivalence and mean
difference among gender. Res Q Exerc Sport, 1996, 67:
228–39.
20. Luszczynska A., Gibbons FX., Piko B., Tekozel M.
Self-regulatory cognitions, social comparisons,
perceived peers’ behaviors as predictors of nutrition
and physical activity: A comparison among adolescents
in Hungary, Poland, Turkey and USA. Psychology and
Health, 2004, 19 (5), 577–593.
21. Midgley C., Anderman EM., Hicks L. Differences
between elementary and middle school teachers and
students: A goal theory approach. Journal of
Adolescence, 1995, 15, 90–113.
22. Midgley C., Urdan T. Academic self-handicapping and
achievement goals: A further examination.
Contemporary Educational Psychology, 2001, 26, 61–
75.
23. Murray HA. Explorations in Personality. New York:
Oxford University Press, 1938.
24. Netz Y., Raviv S. Age differences in motivational
orientation toward physical activity: an application of
social- cognitive theory. The Journal of psychology;
2004, 138(1):35-48.
25. Nicholls JG. Conceptions of ability and achievement
motivation. In: Ames R, Ames C, eds. Research on Motivation in Education: Student Motivation (1984,
Vol. 1, pp. 39–73). New York: Academic Press.
26. Onursal MA., Moralı S. Çocuklarda özyeterlik ve
problem çözme becerilerine ilişkin düzeylerinin
karşılaştırılması. Performans, 2004, 13 (1-2): 21-26.
27. Pintrich PR., De Groot EV. Motivational and selfregulated
learning components of classroom academic
performance. Journal of Educational Psychology,
1990, 82 (1), 33-40.
28. Roberts GC, Spink KS, Pemberton CL. Learning
experiences in sport psychology. 2nd eds. USA,
Champaign, IL: Human Kinetics; 1999, 115-118.
29. Roberts GC., Treasure DC., Ballague G. Achievement
goals in sport: The development and validation of the
Perception of Success Questionnaire. Journal of Sport
Sciences, 1998, 16 (4), 337-347.
30. Schwarzer R., Jerusalem M. Generalized Self-Efficacy
scale. In J. Weinman, S. Wright, & M. Johnston (Eds.),
Measures in health psychology: A user’s portfolio.
Causal and control beliefs, (1995, pp. 35-37). Windsor,
UK: NFER-NELSON.
31. Tzetzis G, Goudas M, Kourtessis T, Zisi V. The
relation of goal orientations to physical activity in
physical education. Eur Phys Educ Rev, 2002, 8:177–
88.
32. Üredi I., Üredi L. Sınıf Öğretmeni Adaylarının
Cinsiyetlerine, Bulundukları Sınıflara ve Başarı
Düzeylerine Göre Fen Öğretimine İlişkin Öz-Yeterlik
İnançlarının Karşılaştırılması, Yeditepe Üniversitesi
Eğitim Fakültesi Dergisi. 1 (2),
http//www.yeditepe.edu.tr, 2006.
33. Yin Y., Shavelson RJ., Ayala CC., Ruiz-Primo MA.,
Brandon PR., Furtak EM., Tomitac MK., Young DB.
On the impact of formative assessment on student
motivation, achievement, and conceptual change.
Applied Measurement

Thank you for copying data from http://www.arastirmax.com