Ergenlerde Okula Bağlanmanın Utangaçlık ve Akademik Güdülenme Arasındaki İlişkideki Aracılık Rolü2

Bu araştırmanın amacı utangaçlık ile akademik güdülenme arasındaki ilişkide okula bağlanmanın aracılık rolünü test etmektir. Araştırmaya 231 [121 (%52.4) kadın, 110 (%47.6) erkek] ortaokul öğrencisi katılmıştır. Araştırmada veriler “Utangaçlık Ölçeği, “Çocuk ve Ergenler için Okula Bağlanma Ölçeği” ve “Akademik Güdülenme Ölçeği” aracılığıyla toplanmıştır. Araştırmanın verileri iki aşamalı yapısal eşitlik modellemesi ve bootstrapping işlemi kullanılarak analiz edilmiştir. Araştırmanın sonuçları utangaçlık ile akademik güdülenme arasındaki ilişkide okula bağlanmanın kısmi aracı olduğunu ortaya koymuştur (χ2/sd=1.44, CFI=.97, IFI=.97, GFI=.95, AGFI=.92, RMSEA=.05 ve SRMR=.059). Bootstrapping işlemi sonucunda okula bağlanmanın utangaçlık ile akademik güdülenme arasındaki aracılığının istatistiksel olarak anlamlı olduğu bulunmuştur (bootstrap= -.084, %95G.A.= -.193, -.011). Son olarak, araştırmanın sonuçları ve sınırlılıkları tartışılmış, doğurguları çerçevesinde gelecek araştırmalara önerilerde bulunulmuştur.

Mediating Role of School Attachment on the Relationship Between Shyness and Academic Motivation in Adolescents

The aim of this study is to investigate mediation role of school attachment in relationship between shyness and academic motivation. Participant were 231 middle school students [121 (%52.4) girl, 110 (%47.6) boy]. Data were collected with “Shyness Scale”, “School Attachment Scale for Children and Adolescent”, and “Academic Motivation Scale”. The mediation role of school attachment was tested using the twostep structural equation analysis and bootstrapping procedure. The results showed that school attachment partially mediated the relationship between shyness and academic motivation (χ2/sd=1.44, CFI=.97, IFI=.97, GFI=.95, AGFI=.92, RMSEA=.05, and SRMR=.059). According to results of bootstrapping procedure the indirect role involving forgiveness as the predictor was statistically significant (bootstrap= -.084, %95G.A.= -.193, -.011). The implications, limitations were discussed, and suggestions were presented in the light of the research findings.

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