Öğretmen adaylarında düşünme stilleri, yönelimleri ve akademik başarı arasındaki yordayıcı ilişkilerin analizi

Bu araştırmanın amacı, öğretmen adaylarında düşünme stillerinin amaç yönelimleri ve her iki değişkenin birlikte akademik başarı üzerindeki yordayıcı etkilerini incelemektir. Araştırmaya Pamukkale Üniversitesi Eğitim Fakültesi'nde farklı bölümlerde öğrenim gören 270 öğrenci katılmıştır. Veritoplama araçları olarak Düşünme Stilleri ve Amaç Yönelimleri Ölçekleriile Kişisel Bilgi Formu kullanılmıştır. Korelasyon analizi sonuçları düşünme stilleri, amaç yönelimleri ve akademik başarı arasında anlamlı ilişkilerolduğunu göstermiştir. Yapılan regresyon analizinde düşünme stillerininamaç yönelimlerini ve her iki değişkenin birlikte akademik başarıyı anlamlı olarak yordadığı görülmüştür. Bu bağlamda I. Tip düşünme stillerindenhiyerarşik ve liberal stiller öğrenme amaç yöneliminin, yargısal stil ise performans amaç yöneliminin; II. Tip düşünme stillerinden muhafazakar düşünme stili kaçınma amaç yöneliminin anlamlı yordayıcıları olmuştur. Ayrıca, akademik başarının en güçlü yordayıcılarının öğrenme ve kaçınmaamaç yönelimleri olduğu bulgulanmıştır. Araştırmada, elde edilen sonuçlareğitimciler açısından tartışılmış ve önerilerde bulunulmuştur

Predictive Analysis Among Thinking Styles, Goal Orientations and Academic Achievement of Student Teachers

The aim of this study was to investigate the predictive power of the studentteachers’ thinking styles on their goal orientations and the predictive powerof both thinking styles and goal orientations on their academic achievement.The participants were 270 undergraduate students studying in differentdepartments of the Faculty of Education at Pamukkale University. ThinkingStyles, Goal Orientations Inventories and Demographic Information Sheetwere used to gather the data. The results of the correlational analysis showsignificant relationships among thinking styles, goal orientations and academic achievement. Regression analysis indicates that thinking styles predict goalorientations and goal orientations together with thinking styles predict academic achievement. In that sense, hierarchical and liberal Type I thinkingstyles are the primary predictors of mastery, judicial Type I thinking style isthe primary predictor of performance, conservative Type II thinking style isthe primary predictor of avoidance goal orientations and mastery and avoidance goal orientations are the primary predictors of academic achievement. Inthe study, implications of the findings are discussed and suggestions are given

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Yükseköğretim Dergisi-Cover
  • ISSN: 2146-796X
  • Yayın Aralığı: Yılda 3 Sayı
  • Başlangıç: 2011
  • Yayıncı: Türkiye Bilimler Akademisi
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