KENDİNE ODAKLI TEKRARLI OLUMSUZ (RUMİNATİF) VE KENDİNE ODAKLI İÇ GÖZLEMSEL (REFLEKSİF) DÜŞÜNME TARZLARININ BAŞARI HEDEF YÖNELİMLERİNE ETKİLERİ: ÜNİVERSİTE ÖĞRENCİLERİ ÖRNEĞİ

Refleksif düşünme, kendini gözlem ve analiz konusu alan öznenin tutumu olarak tanımlanabilirken (Çiftçi, 2017), ruminatif düşünme, “kendine dair algılanan tehditler, kayıplar, ya da haksızlıklarla güdülenen kendine yönelik dikkat” olarak tanımlanır (Trapnell ve Campbell, 1999:297). Bu çalışmanın amacı, incelenen hedef grubun ruminatif ve refleksif düşünme tarzlarının başarı hedef yönelimleri üzerindeki etkilerini incelemektir. Ayrıca çalışmada öğrencilerin ruminatif ve refleksif düşünme tarzlarının ve başarı hedef yönelimlerinin başarı değişkenlerine (genel not ortalaması ve mezuniyet beklentisi) göre farklılık gösterip göstermediği araştırılmıştır. Çalışmanın örneklemini bir kamu üniversitesinin iktisadi ve idari bilimler fakültesi işletme bölümünde 2017/2018 bahar yarıyılı itibariyle öğrenim gören 3. ve 4.sınıf normal ve ikinci öğretim öğrencileri oluşturmaktadır (N=171). Çalışmada katılımcılar kendine odaklı tekrarlı olumsuz düşünme-kendine odaklı iç gözlemsel düşünme anketine (Trapnell ve Campbell, 1999) ve başarı hedef anketine (Elliot ve McGregor, 2001) cevap vermişlerdir. Öğrencilerin başarıları ise kendilerinin belirttikleri genel not ortalaması düzeyi ve mezuniyet beklentisi şeklinde iki değişkenle ölçülmüştür. Kendine odaklı tekrarlı olumsuz düşünme-kendine odaklı iç gözlemsel düşünme anketi kalemlerinin keşfedici faktör analizleri sonucunda, orijinal makaledeki (Trapnell ve Campbell, 1999) gibi, anketin kendine odaklı iç gözlemsel düşünme (refleksiyon) ve kendine odaklı tekrarlı olumsuz düşünme (ruminasyon) şeklinde iki faktörden oluştuğu belirlenmiştir. Ayrıca başarı hedef anketi kalemlerinin faktör analizi sonucunda ise orijinal çalışmadaki (Elliot ve McGregor, 2001) gibi 4 faktör elde edilmiştir (performans yaklaşma, öğrenme-kaçınma, öğrenme-yaklaşma, performans-kaçınma). Çok değişkenli regresyon analizleri sonucunda ise, kendine odaklı iç gözlemsel düşünme faktörünün (refleksiyon), performans-yaklaşma ve öğrenme-yaklaşma faktörleri üzerinde ayrı ayrı etkiye sahip olduğu belirlenmiştir. Bağımsız örneklemler t testi sonuçlarına göre ise katılımcıların ruminatif ve refleksif düşünme tarzlarının başarı değişkenlerine göre farklılık göstermediği belirlenmiştir. Ancak başarı hedef yönelimlerinin (performans-yaklaşma ve öğrenme-yaklaşma) ise başarı değişkenlerine göre farklılık gösterdiği tespit edilmiştir.

Anahtar Kelimeler:

Ruminatif Düşünme, Refleksif Düşünme, Başarı Hedef Yönelimleri, Genel Not Ortalaması (GNO) ve Mezuniyet Beklentisi

Introspective (Reflexive) Thinking Styles on Achievement Goal Orientations: A Case Study of Undergraduate Students

Ruminative thinking is defined as “self-attentiveness motivated by perceived threats, losses, or injustices to the self ” (Trapnell and Campbell, 1999:297) while reflexive thinking can be defined as the subject’s attitude that is about self-observation and analysis (Çiftçi, 2017). The aim of this study is to investigate the effects of ruminative and reflexive thinking styles of the target group under observation on their achievement goal orientations. Additionally, in the study investigates whether the ruminative and reflexive thinking styles and achievement goal orientations of the students differ depending on achievement variables (grade point average and graduation expectancy). The sample of the study consists of 3rd grade and 4th-grade students who are in daytime and evening education and study at business department of the faculty of economics and administrative sciences at a state university in 2017/2018 spring term (N=171). In the study, the participants completed the rumination-reflection questionnaire (Trapnell and Campbell, 1999) and the achievement goal questionnaire (Elliot and McGregor, 2001). The achievements of the students were determined by two variables as self-reported grade point average level and graduation expectancy. As a result of the exploratory factor analyses of the items in the rumination-reflection questionnaire, it was determined that the questionnaire consisted of two factors as self-focused introspective thinking (reflection) and self-focused repetitive negative thinking (rumination), just as they were in the original study (Trapnell and Campbell, 1999). Furthermore, as a result of the factor analysis conducted for the items of the achievement goal questionnaire, 4 factors were acquired (performance-approach, mastery-avoidance, mastery-approach and performance-avoidance), just as the original study (Elliot and McGregor, 2001). As a result of the multiple linear regression analyses, it was determined that the self-focused introspective thinking factor (reflection) had separate effects on performance-approach and mastery-approach factors. According to the independent samples t-test results, it was determined that the ruminative and reflexive thinking styles of the participants did not differ depending on the achievement variables. However, the achievement goal orientations (performance-approach and mastery-approach) of the participants were determined to differ depending on achievement variables.

Keywords:

Ruminative Thinking, Reflexive Thinking, Achievement Goal Orientations, Grade Point Average (GPA) and Graduation Expectancy,

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