SOSYO KÜLTÜREL ETKİNİN ÖĞRENCİLERİN ÖZ- YETERLİLİK İNANCINA ETKİSİ

Bu çalışmanın amacı sosyo kültürel etkinin, öğretmenlerden ve ailelerden algılanan hedef yöneliminin, ilköğretim öğrencilerinin Fen ve Teknoloji dersindeki öz yeterlilik inançlarına olan etkisini araştırmaktır. Bu amaçla, 977 ilköğretim öğrencisine Öğrenmede Güdüsel Stratejiler Anketi, Ailelerden Algılanan Hedefler Anketi, ve Öğretmenlerden Algılanan Hedefler Anketi uygulanmıştır. Bu çalışmanın sonuçlarına göre, ailelerinden ve öğretmenlerinden Fen ve Teknoloji dersinde bireysel gelişimin önemini, yani ustalık hedeflerini algılayan öğrenciler daha yüksek öz yeterlilik inancına sahip olmaktadırlar.

Anahtar Kelimeler:

Özyeterlilik, sosyo kültürel etki, fen

THE CONTRIBUTION OF SOCIO CULTURAL INFLUENCE TO STUDENTS’ SELF EFFICACY

This study aimed to investigate how well socio cultural influence (perceived parents’ achievement goals, and perceived teachers’ achievement goals) predict elementary students’ self efficacy in science. Motivated Strategies for Learning Questionnaire, Perceived Parent Goal Emphases Scale, and Perceived Teacher Goal Emphases Scale were administered to 977 elementary school students. Results demonstrated that the elementary students, who perceive the importance of self improvement, perceive mastery goals, from their parents and teachers tend to have high self efficacy in science.

Keywords:

self efficacy, socio cultural influence, science,

PDF

___

Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student’s learning strategies and motivation processes. Journal of Educational Psychology, 80 (3), 260– 267.
Ames, C. (1992). Classrooms: goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
Anderman, E.M., & Maehr, M.L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309.
Anderman, E.M. & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools.
Contemporary Educational Psychology,22, 269-298. Anderman, E.M. (2001). Learning to value mathematics and reading: relations to mastery and performance-oriented instructional practices. Contemporary Educational Psychology, 26, 76-95.
Anderman, E.M. & Urdan, T. & Roeser, R. (2003). The patterns of adaptive learning survey: History, development, and psychometric properties. For Indicators of Positive Development Conference, March 12-13, 2003
Anderman, E. R., & Midgley, C. (2004). Changes in self-reported academic cheating across the transition from middle school to high school. Contemporary Educational Psychology, 29, 499-517.
Anderman, L.H. & Anderman, E.M. (1999). Social predictors of changes in students’ achievement goal orientations. Contemporary Educational Psychology, 25, 21-37.
Bandura, A., & Adams, N.E. (1977). Analysis of self-efficacy theory of behavioral change. Cognitive Therapy and Research, 1(4), 287-310.
Bandura, A. & Shunk (1981). Cultivating competence, self-Efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586-598.
Baundra, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37 (2). 122- 147.
Bandura, A., & Cervone, D. (1983). Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems. Journal of Personality and Social Psychology, 45(5), 1017- 1028
Bandura, A. (1993). Perceived self-efficacy in cognitive development an functioning. Educational Psychologist, 28(2), 117-148.
Bandura, A. (1999). A sociocognitive analysis of substance abuse: An agentic perspective. Psychological Science, 10(3), 214-217.
Bandura, A. (1999). Social cognitive theory: an agentic perspective. Asian Journal of Social Psychology, 2, 21-41.
Bandura, A., & Locke, E.A. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88(1), 87-99.
Bong, M. (2005). Within-Grade changes in Korean Girls’ motivation and perceptions of the learning environment across domains and achievement levels. Journal of Educational Psychology. 97(4),656-672.
Eccles, J.& Wigfield, A. (1990). Changes in academic motivation and self- perception during early adolescence. Examining Development in Social Context, 134- 155. Beverly Hills, CA: Sage Publishing Co.
Eccles, J, Wigfield, A., Harold Rena D., & Blumenfeld, P. (1993). Age and gender differences in children’s self- and task perceptions during elemantary school. Child Development, 6, 830-847.
Eccles, J.S. & Wigfield Allan. (1995). In the mind of the actor: the structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225.
Eccles, J.& Wigfield, A. (2002.). Motivational beliefs, values and goals. Annual Review of Psychology, 53 , 109–132.
Eccles, J.S., Susan A. O'Neill, S.A., & Wigfield, A. (2005). Ability self-perceptions and subjective task values in adolescents and children. The Search Institute Series on Developmentally Attentive Community and Society, 3(4), 237-249.
Eccles, J. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78-89.
Friedel, J. M., Cortina, K. S., Turner, J. C., & Midgley, C. (2007). Achievement goals, efficacy beliefs and coping strategies in mathematics: The roles of perceived parent and teacher goal emphases. Contemporary Educational Psychology, 32 (3), 434-458.
Gutman, L.M. (2006). How student and parent goal orientations and classroom goal structures infuence the math achievement of African Americans during the high school transition. Contemporary Educational Psychology,31, 44-63.
Hsieh, P., Sullivan, J.R., Guerra, N.S. (2007). A closer look at college students: self-efficacy and goal orientation. Journal of Advanced Academics, 18(3), 454-476.
Kaplan, A., & Midgley, C. (1997). The effect of achievement goals: does level of perceived academic competence make a difference?. Contemporary Educational Psychology, 22, 415-435
Kim, J., Schallert, D., L., & Kim, M. (2010). An integrative cultural view of achievement motivation: Parental and classroom predictors of children’s goal orientations when learning mathematics in Korea. Journal of Educational Psychology, 102 (2), 418–437
Meece, J., Anderman E. M., & Anderman, L. H. (2006).Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 505-528.
Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal Educational Psychology, 93, 77-86.
Nicholls, J.G. (1984). Achievement motivation: conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346.
Pintrich, P.R. (2000). Multiple goals, multiple pathways: the role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555.
Printrich, P.,,R.& Schunk, D., H. (2002). Motivation in education: theory, research and applications. Ohio: Merrill Prentice Hall.
Roeser, R.W., Midgley, C., & Urdan, T.C. (1996). Perceptions of the School Psychological Environment and Early Adolescents' Psychological and Behavioral Functioning in School: The Mediating Role of Goals and Belonging.
Schunk, D.H. (1984). Enhancing self-efficacy and achievement through rewards and goals: motivational and informational effects. Journal of Educational Research, 78(1), 29- 34.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207–232.
Siegle, D. & McCoach, D., B. (2007). Increasing student mathematics self-efficacy through teacher training. Journal of Advanced Academics, 18(2), 278-312.
Tipton, R.M., & Worthington, E.L. (1984). The measurement of generalized self-efficacy: a study of construct validity. Journal of Personality Assessment, 48(5), 545-548.
Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 1- 46.