Çevrimiçi Öğrenmede Nedensel Yüklemeler ve Başarı Algısı: Uzaktan Dil Öğrenenlerin Nedensellik Boyutları

Nedensel yüklemeler, öğrenenlerin derse devamını, gelecekteki başarı beklentisini, motivasyonunu ve dolayısıyla başarıyı etkileyen önemli faktörler olarak bilinir. Bu çalışma, bir açık öğretim fakültesinde farklı uzaktan eğitim programlarında İngilizce öğrenen yetişkin öğrenenlerin başarı algılarını, yüklemelerini ve nedensel boyut stillerini ortaya çıkarmayı amaçlamaktadır. Veri toplama araçları olarak açık uçlu bir anket ve Nedensel Boyut Ölçeği (CDSII) kullanılmıştır. İngilizceyi yabancı dil olarak öğrenenlerin başarı algıları, nedensel yüklemeleri ve yükleme boyutları, boyut stillerine göre karşılaştırılmıştır. Çalışma ayrıca, sağlıklı ve sağlıksız yükleme stilleri hakkında sonuçlar çıkarmak için katılımcıların boyut stillerini incelemeyi amaçlamıştır. Başarı algılarını ve algılarının arkasındaki en az bir nedeni belirtmeleri istenen 88 gönüllü katılımcıya bir anket ve Nedensel Boyut Ölçeği uygulanmıştır. Sonuçlar, başarı odaklı öğrenenlerin sayıca başarısızlık odaklı öğrenenlerden daha fazla olduğunu ortaya koymuştur. Başarı durumunda en yaygın yüklemeler çaba, öğretmen ve ilgi iken, çaba eksikliği, ilgisizlik ve zaman başarısızlık için tekrarlanan yüklemeler olarak tespit edilmiştir. Kendilerini başarılı olarak algılayan öğrenenler, önemli ölçüde daha fazla içsel, kontrol edilebilir ve istikrarlı yüklemelerle daha sağlıklı boyut stilleri sergilerken; başarısızlık odaklı öğrenenler ise daha dışsal, istikrarlı ve kontrol edilemez yüklemelerle daha sağlıksız stiller sergilemiştir. Bulgular çevrimiçi öğrenme ve başarı motivasyonu açısından tartışılmıştır.

Anahtar Kelimeler:

yüklemeler, çevrimiçi öğrenme, nedensellik boyutları, yabancı dil öğrenimi, başarı motivasyonu, uzaktan eğitim, yüklemeler, çevrimiçi öğrenme, nedensellik boyutları, yabancı dil öğrenimi, başarı motivasyonu, uzaktan eğitim

Attributions and Perception of Success in Online Learning: Causal Dimensionality of Distance Language Learners

Causal attributions are known as important factors that affect learners' persistence, expectation of future success, motivation and consequently success. This study aims to reveal the perceptions of success, attributions and causal dimension styles of adult learners learning English in different distance education programs in an open education faculty. An open-ended questionnaire and the Causal Dimension Scale (CDSII) were used as data collection tools. The perceptions of success, causal attributions and attribution dimensions of English as a foreign language learners were compared according to their dimensionality styles. The study also aimed to examine participants' dimensionality styles in order to draw conclusions about healthy and unhealthy attribution styles. A questionnaire and the Causal Dimension Scale were administered to 88 volunteer participants who were asked to indicate their perceptions of success and at least one reason behind their perceptions. The results revealed that success-oriented learners outnumbered failure-oriented learners. The most common attributions for success were effort, teacher, and interest, while repeated attributions for failure were lack of effort, lack of interest, and time. Learners who perceive themselves as successful exhibited healthier dimension styles with significantly more internal, controllable and stable attributions. Failure-oriented learners, on the other hand, exhibited more unhealthy styles with more external, stable, and uncontrollable attributions. The findings are discussed in terms of online learning and achievement motivation.

Keywords:

attributions, online learning, causal dimensions, foreign language learning, achievement motivation, distance education,

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