Reliability and validity of the trichotomous achievement goal model in an elementary school physical education setting

Problem Durumu: Başarı hedefleri, öğrencilerin başarı ile ilgili davranışları nasıl gördüklerini ve bu davranışların anlamının ne olduğunun açıklanması şeklinde tanımlanabilir. Başarı hedefleri teorisi (Achievement Goal Theory), öğrencilerin başarısını değerlendirmek için onun temel başarı hedeflerinin belirlenmesinin önemini vurgular. Diğer bir deyişle, bu teori kişilerin başarı durumlarına nasıl yaklaştıklarını, deneyimlerini ve performanslarını tespit ettiği gibi aynı zamanda bu kişilerin neden başarılı olmak istediklerinin sebeplerini arar. Geçmiş 20 yılda, özellikle okul ortamlarında öğrencilerin başarı hedefleri ve bu hedeflerin motivasyonel davranışları arasındaki ilişkileri oldukça geniş incelenmiştir. Bu araştırmalar özellikle iki temel hedef üzerinde odaklanmıştır (ikili başarı modeli): Görev yönelimli hedefler ve performans yönelimli hedefler. Görev yönelimli hedefler öğrenme, ilerleme ve becerilerde uzmanlaşma üzerinde odaklanırken, performans yönelimli hedefler daha çok sosyal karşılaştırma ve başkalarına karşı yeterliliğin gösterilmesi üzerinde odaklanmıştır. Yapılan araştırmalar görev yönelimli hedeflerin derse olan ilgi, dersi öğrenme ve okula karşı olumlu duygular besleme ile ilgili olduğunu, performans yönelimli hedeflerin ise daha çok başarının yeteneğe dayalı olduğu ve çok çalışmadan başarı elde etme amacıyla ilişkisini tespit etmiştir. Halbuki, yapılan araştırmalar bu ikili başarı modelinin öğrencilerin başarılarını ve buna bağlı davranışlarının yeterli olmadığını göstermiştir. Bunun üzerine, üçlü başarı hedef modeli bilim adamları tarafından ortaya atılmıştır. Bu model içinde var olan görev yaklaşımlı hedefler ikili başarı modelinde olduğu gibi aynı kalırken, performans yönelimli hedefler iki kısma ayrılmıştır: (a) Performans yaklaşımlı hedefler ve (b) performans uzaklaşımlı hedefler. Performans yaklaşımlı hedeflere sahip olan öğrenciler diğer öğrencilerden daha başarılı olma istekleri üzerinde dururken, performans uzaklaşımlı hedeflere sahip olan öğrenciler ise yetersizlik hissi karşısında kaçınmaya odaklanmıştır. Bu yaklaşımlıuzaklaşımlı ayrım, öğrencilerin başarı hedefleri ile onların bilişsel, motivasyonel ve davranışsal yanıtları arasındaki ilişkileri de daha detaylı ve daha doğru anlamak için son derece önemlidir. Bu bilindiği için son on yılda üçlü başarı modeli üzerinde birçok araştırma yapılmış ve yapılmaya devam etmektedir. Ancak bu araştırmaların çoğu üniversite öğrencileri ve teorik dersler üzerinde yoğunlaşmıştır. Bu yüzden bu modelin beden eğitimi ve spor derslerinde kullanımı hakkında daha çok bilgiye ihtiyaç vardır. Sonuçta, ilköğretim beden eğitimi derslerini kullanarak üçlü başarı hedefi modelinin geçerliliğini ve güvenirliliği üzerinde yapılacak bu araştırma bir ilk olacaktır.

Üçlü başarı hedefleri modelinin ilköğretim beden eğitimi derslerindeki geçerlilik ve güvenirliliği

Problem Statement: The trichotomous model has been applied widely in academic and university settings but little is known about its utilization in physical education settings; therefore, it seems reasonable to study the efficacy of the trichotomous achievement goal model in elementary school physical education settings. Purpose of Study: The purpose of this study is to examine whether the trichotomous achievement goal model utilized with high school and university undergraduate students might also be applied to elementary students in physical education settings. Methods: Participants included 158 students (68 boys and 90 girls) in grades 3-6 enrolled in a rural school district located in south-central Texas. Participants came from a public elementary school within the district. Their ages ranged from 8-12 years. Students’ mastery, performance-approach, and performance-avoidance goals were assessed using a 15-item questionnaire. The factorial validity of the models and internal consistency reliability were tested with confirmatory factor analysis and tests of internal consistency. Data were analyzed by AMOS 5.0 and SPSS 11.5. Findings and Results: After some modifications, the results indicated that all indices (χ2/df = 1.09, CFI = .99, NNFI = .98, and RMSEA = .02) represented an excellent fit between the three-factor model and the data, with factor loadings ranging from .40 to .84. Cronbach’s alphas for the three scales were .74, .85, and .71, respectively, indicating acceptable internal

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