Tuğba ERHAN, İlker Hüseyin ÇARIKÇI, Ali Murat ALPARSLAN

AKADEMİSYENLERİN BAŞARI HEDEFLERİ ÜZERİNDE DEĞERLERİNİN VE MOTİVASYON KAYNAKLARININ ROLÜ

Bireyler başarmak ya da diğerlerinden daha iyi olmak için çaba göstermektedir. Bu başarı sürecinde bireyler ustalık ve performans olarak isimlendirilen farklı başarı yönelim türlerini seçme eğilimi içindedir. Bu çalışma akademisyenlerde hangi değerlerin ve motivasyon kaynaklarının daha ön planda olduğunu ve bireye dair bu öncüllerin akademisyenlerdeki ustalık ve performans başarı hedeflerini nasıl etkilediğini ortaya koymak adına gerçekleştirilmiştir. 498 akademisyen üzerinde, Türkçeye uyumu sağlanmış ölçeklerin kullanıldığı bir saha araştırması gerçekleştirilmiştir. Araştırmanın bulgularına göre akademisyenlerin temel motivasyon kaynakları sırasıyla bağlanma ve düşünme ihtiyacıdır. Araştırmanın diğer önemli bir bulgusu ise ustalık hedefine sahip olan akademisyenlerin açıklayıcı motivasyon kaynağı en fazla düşünme, performans hedefine sahip akademisyenlerin ise en fazla güç ihtiyacıdır. Son olarak araştırmanın diğer çarpıcı bulgusu ise, değişime açıklık değeri; düşük düşünme ihtiyacında performans hedefini daha az açıklamaktadır. Yüksek bağlanma ihtiyacı olan akademisyenlerde ise değişime açıklık daha az ustalık hedefine sebep olmaktadır.

Anahtar Kelimeler:

Başarı Hedefleri, Ustalık Hedefleri, Performans Hedefleri, Schwartz Değerler, Motivasyon Kaynakları

THE ROLE OF VALUES AND MOTIVATION SOURCES ON THE ACHIEVEMENT GOALS OF ACADEMICIANS

Individuals strive to achieve or to be better than others. In this achievement process the individuals tend to choose different types of achievement orientations which are called mastery and performance. This study is carried out in order to present which values and motivation sources of academicians have more priority and how these antecedents affect the mastery and performance achievement goals of the academicians. A field survey is conducted on 498 academicians, using the Turkish-adapted scales. According to the findings of the research, the main motivation sources of academicians are the need for affiliation and need for cognition, respectively. Another important finding of the research is mastery-oriented academicians have the need for cognition as an explanatory motivation source while performance-oriented academicians have the need for power as an explanatory motivation source. Finally, one of the striking results of the research is that the value openness to change reveals performance goals less when the need for cognition is perceived high. For the academicians that need high affiliation, the openness to change causes less mastery goals.

Keywords:

Achievement Goals, Mastery Goals, Performance Goals, Schwartz Values, Motivation Sources,

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