Üniversite Öğrencilerinde Benlik Saygısı Düzeyine Göre Kimlik Statüleri ile Başarı Yönelimleri Arasındaki İlişkinin İncelenmesi

Bu çalışmanın temel amacı üniversite öğrencilerinin kimlik statülerinin başarı yönelimlerini yordama düzeyinin belirlenmesi ve bu düzeyin düşük ve yüksek benlik saygısına sahip öğrenciler için değişip değişmediğinin incelenmesiydi. Bu amaçla veriler Pamukkale Üniversitesi Eğitim Fakültesine devam etmekte olan 216 kız ve 98 erkek olmak üzere toplam 314 öğrenciden Genişletilmiş Objektif Ego Kimlik Statüleri Ölçeği, Başarı Yönelimi Ölçeği ve Rosenberg Benlik Saygısı Ölçeği aracılığıyla elde edilmiştir. Bulgular öğrenme yönelimini dağınıklık ve ipotekli statülerinin olumsuz yönde, başarı statüsünün ise olumlu yönde, performans kaçınma yönelimini ipotekli statünün olumlu yönde, benlik saygısının olumsuz yönde, performans yaklaşma yönelimini ise ipotekli statünün olumlu yönde yordadığını göstermiştir. Ayrıca analizler, kimlik statüleri ile başarı yönelimleri arasındaki ilişkilerin benlik saygısı düzeyine göre değiştiğini, dağınıklık statüsünün olumsuz etkilerinin benlik saygısı yüksek öğrencilerde daha düşük olduğunu ortaya koymuştur. Benzer şekilde, moratoryum ve başarı statülerinin olumlu özellikleri sadece benlik saygısı yüksek öğrencilerde gözlenmiştir.

Anahtar Kelimeler:

Ego kimlik statüsü, başarı yönelimleri, benlik saygısı.

Relationship Between Identity Statuses and Goal Orientations Based on University Studentsâ Self Esteem Levels

The purpose of this study was to determine the value of identity status in predicting university studentsâ goal orientations and to determine if the predictive value of goal orientations differs based on self-esteem levels. A total of 314 students (216 female and 98 male) attending to Pamukkale University, Department of Education were administered Extended Measure of Identity Status, Goal Orientation and Self Esteem Scales. Results indicated that learning goals were predicted positively by achievement status and negatively by diffusion and foreclosure status. Performance avoidance was positively predicted by foreclosure status and negatively predicted by self-esteem. Performance approach was predicted by foreclosure status. In addition, the predictive values of goal orientations differed based on self-esteem levels of the students in that the negative link between diffusion and learning orientation was more evidenced for low self-esteem students and moratorium and achievement status were linked to performance goals only for high self-esteem students.

Keywords:

Ego identity status, goal orientations, self-esteem.,

PDF

___

Akın, A. & Çetin, B. (2007). Başarı yönelimleri ölçeği: Geçerlik ve güvenirlik çalışması. Eğitim Araştırmaları, (26), 1-12.
Ames, C. (1992). Achievement goals and the classroom motivational climate. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 327–348). Hillsdale, NJ: Erlbaum.
Ames, C. & J. Archer. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
Bunu genel olarak +1’lediniz. Geri al Archer, J. (1994). Achievement goals as a measure of motivation in university students. Contemporary Educational Psychology , 19, 430-446.
Bacanlı, F. (2012). An examination of the relationship amongst decision-making strategies and ego identity statuses. Karar verme stratejileri ve ego kimlik statüleri arasındaki ilişkilerin incelenmesi. Eğitim ve Bilim, 37(163), 17-28.
Balkaya, A. & Ceyhan, E., (2007). Lise öğrencilerinin kimlik duygusu kazanım düzeylerinin bazı değişkenler açısından incelenmesi. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 7 (1), 433-446.
Balkıs, M. & Duru, E. (2009). Prevalence of academic procrastination behavior among preservice teachers, and its relationships with demographics and individual preferences. Journal of Theory and Practice in Education, 5 (1), 18-32.
Bennion, L. D. & Adams, G. R. (1986). A revision of the extended version of the objective measure for ego identity status: An identity instrument for use with late adolescents. Journal of Adolescent Research, 1, 183-197.
Bergh, S. & Erling, A. (2005) Adolescent identity formation: A Swedish study of identity status using the EOM-EIS-II. Adolescence, 18, 1, 3-24.
Brown, J. D. (2010). High self-esteem buffers negative feedback: Once more with feeling. Cognition & Emotion, 24(8), 1389-1404.
Burhans, K. K. & Dweck, C. S. (1995). Helplessness in early childhood: The role of contingent worth. Child Development, 66, 1719–1738.
Çuhadaroğlu, F. (1986). Adölesanlarda Benlik Saygısı, Hacettepe Üniversitesi Tıp Fak, Psikiyatri ABD Yayımlanmamış Uzmanlık Tezi, Ankara.
De Grip, A., & Van Loo, J. (2002). The Economics of Skills Obsolescence: A Review. In A. De Grip, J. Van Loo, & K. Mayhew (Eds.), The Economics of Skills Obsolescence, Research in Labor Economics 21, (pp.1-26). Amsterdam: JAI Press.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048. Dweck, C. S. & Leggett, E. L. (1988). Social cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
Eisenbarth, C. (2012). Does self-esteem moderate the relations among perceived stress, coping, and depression? College Student Journal, 46(1), 149-157.
Elliot, A. J. & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A meditational analysis. Journal of Personality and Social Psychology, 70, 461-475.
Elliot, A. & McGregor, H. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 76, 628–644.
Elliot, A., McGregor, H., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563.
Fisher, S. L. & Ford, J. K. (1998). Differential effects of learner effort and goal orientation on two learning outcomes. Personnel Psychology, 51 (2), 397-420.
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: predicting interest and performance over time. Journal of Educational Psychology, 92, 316-330.
Judge, T. A., &: Watanabe, S. (1993). Another look at the job satisfaction-life satisfaction relationship. Journal of Applied Psyhology, 78, 939-948.
Kroger, J. (2000). Ego identity status research in the new millennium. International Journal of Behavioral Development, 24 (2), 145-148.
Kroger, J., & Marcia, J. E. (2011). The identity statuses: Origins, meanings, and interpretations. In S. J. Schwartz, K. Luyckx, & V. L. Vignoles (Eds.), Handbook of identity theory and research, (pp. 31-53). New York: Springer
Lounsbury, J. W., Huffstetler, B. C., Leong, F. T. & Gibson, L. W. (2005). Sense of ıdentity and collegiate academic achievement. Journal of College Student Development, 46(5) 501-514.
Marcia, J. E. (1964). Determination and construct validity of ego identity status. Unpublished doctoral dissertation, Ohio State University.
Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3, 551-558.
Marcia, J. E. (1967). Ego identity status: relationship to change in self-esteem, ‘general maladjustment,’ and authoritarianism. Journal of Personality, 35(1), 118-133.
Marcia, J. E. (1968). The case history of a construct: Ego identity status. In E. Vinacke (Ed.), Readings in general psychology. New York: Van Nostrand Reinhold.
McGregor, H. A., & Elliot, A. J. (2002). Achievement goals as predictors of achievement-relevant processes prior to task engagement. Journal of Educational Psychology, 94, 381-395.
Meece, J.L., Blumenfeld, P.C., & Hoyle, R.H. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
Meeus, W., Ledema, J., Hersen, M., & Vollebergh, W. (1999). Patterns of adolescent identity development: Review of literature and longitudinal analysis. Developmental Review, 19, 419-461.
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 Educational Psychology, 23, 113-131.
Midgley, C., & Urdan, T. (2001). Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26, 61–75.
Miller, R. B., Greene, B., Montalvo, G., Ravindran, B., & Nichols, J. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21, 388-422.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
Niiya, Y., Brook, A. T., & Crocker, J. (2010). Contingent self-worth and self-handicapping: Do contingent incremental theorists protect self-esteem? Self and Identity, 9, 276-297.
Oskay, G. (1998).Genisletilmis Obejktif Ego Kimlik Statüsü Olcegi’nin [Extended Objective Measure of Ego Identity Status)-EOM-EIS’ in Turkceye uyarlanması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 2(9), 17Phillips, J. M., & S. M. Gully (1997). Role of goal orientation, ability, need for achievement, and Locus of control in the self- efficacy and goal-setting process. Journal of Applied Psychology, 82, 792-802. Pintrich, P. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544–555.
Robins, R. W., & Pals, J. L. (2002). Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. Self and Identity, 1, 313 – 336.
Rosenberg, M. (1965). Society and the adolescent self-image. New Jersey: Princeton University Press.
Shanahan, M., & Pychyl, T.A. (2007). An ego identity perspective on volitional action: Identity status, agency, and procrastination . Personality and Individual Differences, 43, 901-911.
Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89(1), 71Somuncuoglu, Y. & Yıldırım, A. (1999). Relationship between achievement goal orientations and use of learning strategies. The Journal of Educational Research, 92 (5), 267-277.
TÜİK, (Mayıs 2011) . http://www.tuik.gov.tr/
Wolters, C.A., & Yu, S.L. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning & Individual Differences, 8(3), 211-239.