You are here

Home » Content

Başarı yönelimleri ile stresle başa çıkma stratejileri arasındaki ilişkilerin kanonik korelasyonla incelenmesi

An investigation of the relationship between achievement goal orientations and the use of stress coping strategies with canonical correlation

Journal Name:

  • Uluslararası İnsan Bilimleri Dergisi

Publication Year:

  • 2009

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The aim of this research was to examine the relationship between achievement goal orientations and the use of stress-coping strategies among college students. The sample consisted of 532 university students who were enrolled in different programs at Sakarya University, in Turkey. Of the participants, 279 were female and 253 were male. To assess strategies typically used in coping with stressful situations, the Coping Scale (Ozbay & Olivarez, 1999) and to measure achievement goal orientations of the sample the Achievement Goal Orientations Scale (Midgley et al., 1998) were administrated. Canonical correlations were conducted to statistically analyze the data. Consistent with hypotheses, results demonstrated that there were significant relationships between students’ achievement goal orientations and their use of coping strategies.
Bookmark/Search this post with
Abstract (Original Language): 
Bu araştırmanın amacı üniversite öğrencilerinin başarı amaç yönelimleri ile stresle başa çıkma stratejileri arasındaki ilişkileri incelemektir. Araştırmanın örneklemini Sakarya Üniversitesi’nin çeşitli bölümlerinde öğrenim gören 532 üniversite öğrencisi oluşturmaktadır. Araştırmada Başarı amaç yönelimleri(Midgley ve diğerleri, 1998) ile Başa çıkma envanteri (Özbay ve Olivarez, 1999) kullanılmıştır. Başarı amaç oryantasyonları ile başa çıkma stratejileri arasındaki ilişkiler kanonik korelasyonla incelenmiştir. Araştırmadan elde edilen bulgular öğrenme amaç yönelimi ile aktif planlama, kabul bilişsel yeniden yapılandırma ve dış yardım arama arasında pozitif, diğer başa çıkma stratejileri arasında ise negatif ilişkiler olduğunu kanıtlamıştır. Bunun aksine performans-yaklaşma ve performans-kaçınma amaç yönelimi ile dine sığınma, duygusal kaçma soyutlanma ve biyokimyasal kaçma soyutlanma arasında pozitif, aktif planlama ve kabul bilişsel yapılandırma arasında ise negatif ilişki bulunmuştur. Bulgulara göre öğrenme amaç yönelimini benimseyen öğrencilerin daha çok aktif başa çıkma stratejilerini, performans-yaklaşma ve performans-kaçınma amaç yönelimini benimseyen öğrencilerin ise pasif başa çıkma stratejilerini kullandıkları söylenebilir.
FULL TEXT (PDF): 
PDF icon arastrmx_161047_6_pp_242-255.pdf
  • 1
242-255
  • Turkish

REFERENCES

References: 

1. Akın, A., & Çetin, B. (2007). Achievement Goal Orientations Scale: The study of validity and reliability. Eurasian Journal of Educational Research, 26, 1−12.
2. Albaili, M. A. (1998). Goal orientations, cognitive strategies, and academic achievement of United Arab Emirates college students. Educational Psychology, 18(2), 195–203.
3. Ames, C. (1992). Classrooms: Goals structuresa and student motivation. Journal of Educational Psychology, 84(3), 261−271.
4. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260−267.
5. Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287−309.
6. Anshel, M. H., Williams, L. R. T., & Williams, S. M. (2000). Coping style following acute stress in competitive sport. The Journal of Social Psychology, 140(6), 751−773.
7. Archer, J. (1994). Achievement goals as a measure of motivation in university students. Contemporary Educational Psychology, 19(4). 430−446.
8. Butler, R. (1992). What young people want to know when: Effects of mastery and ability goals on interest in different kinds of social comparisons. Journal of Personality and Social Psychology, 62, 934–943.
9. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040−1048.
10. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256−273.
11. Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 290–299.
12. Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189.
13. Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232.
14. Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461– 475.
15. Elliot, A. J., & Trash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13(2), 139−156.
16. Elliot, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5−12.
17. Endler, N. S., & Parker, J. D. A. (1990). The multidimensional assessment of coping: A critical evaluation. Journal of Personality and Social Psychology, 42, 207−220.
18. Eppler, M. A., & Harju, B. A. (2000). Achievement goals failure attributions and academic performance in nontraditional and traditional college students. Journal of Social Behavior and Personality, 15(3), 353−372.
19. Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284−1295.
Çetin, B., Akın, A. (2009). An investigation of the relationship between achievement goal orientations and the
use of stress coping strategies with canonical correlation. International Journal of Human Sciences
[Online]. 6:1. Available: http://www.insanbilimleri.com/en
255
20. Kim, M. (1999). Relationship of achievement-related dispositions cognitions and the motivational climate to cognitive appraisals coping strategies and their effectiveness. Unpublished Doctoral Dissertation. University of Purdue, West Lafayette, Indiana, USA.
21. Lazarus, R. S., & Folkman. S. (1984). Stress, appraisal and coping. New York: Springer.
22. Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37(2), 69–78.
23. Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack ability: An under-explored aspect of goal theory. Journal of Educational Psychology, 89, 710-718.
24. Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L, H., Anderman, E., & Roeser, R. (1998). The development and validation of scales assessing students’ achievement goal orientations. Contemporary and Educational Psychology, 23, 113–131.
25. Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L. H., Freeman, K. E., Gheen, M., Kaplan, A., Kumar, R., Middleton, M. J., Nelson, J., Roeser, R., & Urdan, T. (2000). Manual for the patterns of adaptive learning scales. Ann Arbor. MI: The University of Michigan.
26. Midgley, C., & Urdan, T. (1995). Predictors of middle school students’ use of self-handicapping strategies. Journal of Early Adolescence, 15, 389–411.
27. Morris, E. A., Brooks, P. R., & May, J. L. (2003). The relationship between achievement goal orientation and coping style: traditional vs. nontraditional college students. College Student Journal 37(1), 3−9.
28. Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge. MA. Harvard University Press.
29. Nicholls, J. G., Patashnick, M., & Nolen, S. B. (1985). Adolescents’ theories of education. Journal of Educational Psychology, 77(6), 683−692.
30. Nichols, W. D., Jones, J. P., & Hancock, D. R. (2003). Teachers’ influence on goal orientation: Eploring the relationship between eighth graders' goal orientation, their emotional development, their perceptions of learning, and their teachers’ instructional strategies. Reading Psychology, 24(1), 57-85.
31. Özbay, Y., & Şahin, B. (1997, Eylül). Stresle Başa Çıkma Ölçeği. IV. Ulusal Psikolojik Danışma ve Rehberlik Kongresi, Ankara.
32. Pensgaard, A. M., & Roberts, C. M. (2003). Achievement goal orientations and the use of coping strategies among Winter Olympians. Psychology of Sport and Exercise, 4, 101–116.
33. Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education. New Jersey: Prentice-Hall Inc.
34. Roedel, T. D., Schraw, G., & Plake, B. S. (1994). Validation of a measure of learning and performance goal orientations. Educational and Psychological Measurement, 54(4), 1013−1021.
35. Schunk, D. H. (2000). Coming to terms with motivation constructs. Contemporary Educational Psychology, 25, 116−119.
36. Stavrianopoulos, K. (2005). Achievement goals as predictors of metacognitive knowledge monitoring and academic help-seeking behavior among college students. Unpublished Doctoral Dissertation. University of Fordham. Newyork.
37. Urdan, T. C. (1997). Achievement goal theory: Past results future directions. In M. Maehr. & P. R. Pintrich (Eds.). Advances in motivation and achievement. Vol. 10 (pp. 99–142). Greenwich. C. T.: JAI Press.

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