Akademik Öz-Yeterlik ile Akademik Başarı Arasındaki İlişkide Sınav Kaygısı ve Akademik Motivasyonun Aracı Rolü

Fatih KOCA, (Trabzon Üniversitesi)
İbrahim DADANDI (Yozgat Bozok Üniversitesi)
İlköğretim Online (elektronik)
26 8
Yıl: 2019 Cilt: 18 Sayı: 1 Sayfa Aralığı: 241 - 252 Metin Dili: Türkçe DOI: 10.17051/ilkonline.2019.527207 İndeks Tarihi: 06-04-2020

Akademik Öz-Yeterlik ile Akademik Başarı Arasındaki İlişkide Sınav Kaygısı ve Akademik Motivasyonun Aracı Rolü

Öz:
Bu çalışmada akademik öz-yeterlik ile akademik başarı arasındaki ilişkide akademik motivasyonunve sınav kaygısının aracılık rollerinin incelenmesi amaçlanmıştır. Çalışma grubu Trabzon ilindekiliselerde öğrenim gören, 186’sı kız, 201’i erkek olmak üzere toplam 387 öğrenciden oluşmaktadır. Veritoplama araçları olarak Akademik Öz-Yeterlik Ölçeği, Akademik Güdülenme Ölçeği ve Revize EdilmişSınav Kaygısı Ölçeği kullanılmıştır. Veriler SPSS ve AMOS istatistik paket programları ile analiz edilmiştir.Korelasyon analizlerinin sonucunda, araştırmada yer alan tüm değişkenler arasında anlamlı ilişkilerolduğu bulunmuştur. Yol analizinden elde edilen bulgular akademik motivasyonun ve sınav kaygısının,akademik öz-yeterlik ile akademik başarı arasındaki ilişkide kısmi aracılık rolünün olduğunugöstermektedir. Araştırmanın sonuçları alan yazındaki teorik açıklamaların ve benzer araştırmalarınışığında tartışılmıştır.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları

The Mediation Roles of Test Anxiety and Academic Motivation in the Relationship between Academic Self-Efficacy and Academic Achievement

Öz:
The goal of the study is to examine the mediation roles of test anxiety and academic motivation in the relationship between academic self-efficacy and academic achievement. The sample of the current study consists of 387 high-school students (186 females, 201 males) from state-high schools in Trabzon, Turkey. The researchers used Academic Self-Efficacy Scale, Academic Motivation Scale, and Revised Test Anxiety Scale to collect the data. The data were analyzed through SPSS and AMOS statistical software package programs. The researchers conducted descriptive and inferential statistic methods to analyze the study hypothesis. The findings showed that there are statistically significant correlations between the study variables. Based on the SEM results, both academic motivation and test anxiety had statistically significant partial indirect effects on the relationship between academic self-efficacy and academic achievement. The future directions and limitations are discussed.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Abd-Elmotaleb, M., & Saha, S. K. (2013). The role of academic self-efficacy as a mediator variable between perceived academic climate and academic performance. Journal of Education and Learning, 2(3), 117-129.
  • Akın, A., Demirci, İ., & Arslan, S. (2012). Revize edilmiş Sınav Kaygısı Ölçeği: geçerlik ve güvenirlik çalışması. Educational Sciences and Practice, 11(21), 103-118.
  • Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The Journal of Educational Research, 104(4), 241-252.
  • Amrai, K., Motlagh, S. E., Zalani, H. A., & Parhon, H. (2011). The relationship between academic motivation and academic achievement students. Procedia-Social and Behavioral Sciences, 15, 399-402.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice Hall.
  • Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175-1184.
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press.
  • Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1-45). New York: Cambridge University Press.
  • Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9-44.
  • Bozanoğlu, İ. (2004). Akademik güdülenme ölçeği: Geliştirmesi, geçerliği, güvenirliği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 37(2), 83-98.
  • Byrne, B. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). New Yok: Routledge.
  • Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self‐efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1), 78-96.
  • Casbarro, J. (2005). Test anxiety & what you can do about it. New York: Dude Publishing.
  • Choi, N. (2005). Self‐efficacy and self‐concept as predictors of college students' academic performance. Psychology in the Schools, 42(2), 197-205.
  • Diseth, Å. (2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21(2), 191-195.
  • Ergene, T. (2011). The relationships among test anxiety study habits achievement motivation and academic performance among Turkish secondary school students. Egitim ve Bilim, 36(160), 320-330.
  • Feldman, D. B., & Kubota, M. (2015). Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210-216.
  • Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20(3), 257-274.
  • Fosse, T. H., Buch, R., Säfvenbom, R., & Martinussen, M. (2015). The impact of personality and self-efficacy on academic and military performance: The mediating role of self-efficacy. Journal of Military Studies, 6(1), 47-65.
  • Ghaleb, A. B., Ghaith, S., & Akour, M. (2015). Self-efficacy, achievement goals, and metacognition as predicators of academic motivation. Procedia-Social and Behavioral Sciences, 191, 2068-2073.
  • Guay, F., Ratelle, C. F., Roy, A., & Litalien, D. (2010). Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learning and Individual Differences, 20(6), 644-653.
  • Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, 47-77.
  • Høigaard, R., Kovač, V. B., Øverby, N. C., & Haugen, T. (2015). Academic self-efficacy mediates the effects of school psychological climate on academic achievement. School Psychology Quarterly, 30(1), 64-74.
  • Hwang, M. H., Choi, H. C., Lee, A., Culver, J. D., & Hutchison, B. (2015). The relationship between selfefficacy and academic achievement: A 5-Year Panel Analysis. The Asia-Pacific Education Researcher, 25(1), 89-98.
  • Joo, Y. J., Bong, M., & Choi, H. J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and Internet self-efficacy in Web-based instruction. Educational Technology Research and Development, 48(2), 5-17.
  • Kemer, G. (2006). The role of self-efficacy, hope, and anxiety in predicting university entrance examination scores of eleventh grade students (Unpublished master’s thesis). Middle East Technical University, Ankara.
  • Keye, M. D., & Pidgeon, A. M. (2013). Investigation of the relationship between resilience, mindfulness, and academic self-efficacy. Open Journal of Social Sciences, 1(6), 1-4.
  • Komarraju, M., Karau, S. J., & Schmeck, R. R. (2009). Role of the big five personality traits in predicting college students' academic motivation and achievement. Learning and Individual Differences, 19(1), 47-52.
  • Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-effıcacy beliefs iın student engagement and learning in the classroom. Reading &Writing Quarterly, 19(2), 119-137.
  • Maddux, J. E., & Gosselin, J. T. (2003). Self-efficacy. In M. R. Leary and J.P. Tamgney (Eds.), Handbook of self and identity (pp.218-238). New York: The Guilford.
  • McGeown, S. P., Putwain, D., Simpson, E. G., Boffey, E., Markham, J., & Vince, A. (2014). Predictors of adolescents' academic motivation: Personality, self-efficacy and adolescents' characteristics. Learning and Individual Differences, 32, 278-286.
  • McKee, M. T., & Caldarella, P. (2016). Middle school predictors of high school performance: A case study of dropout risk indicators. Education, 136(4), 515-529.
  • Meydan, C. H., & Şeşen, H. (2011). Yapısal eşitlik modellemesi AMOS uygulamaları. Ankara: Detay Yayıncılık.
  • Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30-38.
  • Nie, Y., Lau, S., & Liau, A. K. (2011). Role of academic self-efficacy in moderating the relation between task importance and test anxiety. Learning and Individual Differences, 21(6), 736-741.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.
  • Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Retreived March 11 , 2018 from http://www.emory.edu/EDUCATION/mfp/eff.html
  • Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24(2), 124-139.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle, NJ: Prentice-Hall.
  • Pintrich, P. R., & Zusho, A. (2002). The development of academic self-regulation: the role of cognitive and motivational factors. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 249–284). San Diego, CA: Academic Press.
  • Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879-891.
  • Preiss, R. W., Gayle, B. M., & Allen, M. (2006). Test anxiety, academic self-efficacy, and study skills: A metaanalytic review. In B. M. Gayle, R. W. Preiss, N. Burrell & M. Allen (Eds.), Classroom communication and instructional processes: Advances through meta-analysis (pp. 99-111). Mahwah: Lawrence Erlbaum.
  • Rana, R. A., & Mahmood, N. (2010). The relationship between test anxiety and academic achievement. Bulletin of Education and Research, 32(2), 63-74.
  • Roick, J., & Ringeisen, T. (2017). Self-efficacy, test anxiety, and academic success: A longitudinal validation. International Journal of Educational Research, 83, 84-93.
  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3/4), 207-231.
  • Schunk, D. H. (1995). Self-efficacy, motivation, and performance. Journal of Applied Sport Psychology, 7(2), 112-137.
  • Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 15–31). San Diego: Academic Press.
  • Spielberger, C. D., & Vagg, P. R. (1995). Test anxiety: A transactional process model. In C. D. Speilberger & P. R. Vagg (Eds.), Test anxiety: theory, assessment, and treatment (pp. 3-14). Washington, DC: Taylor & Francis.
  • Spinath, B. (2012). Academic achievement. In V. S. Ramachandran (Ed.), Encyclopedia of human behaviour (pp. 1-9). London: Academic Press.
  • Steiger, A. E., Allemand, M., Robins, R. W., & Fend, H. A. (2014). Low and decreasing self-esteem during adolescence predict adult depression two decades later. Journal of Personality and Social Psychology, 106(2), 325-338.
  • Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19(1), 80-90.
  • Steinmayr, R., Crede, J., McElvany, N., & Wirthwein, L. (2016). Subjective well-being, test anxiety, academic achievement: Testing for reciprocal effects. Frontiers in Psychology, 6 (1994), 1-13.
  • Thomas, D. M., Love, K. M., Roan-Belle, C., Tyler, K. M., Brown, C. L., & Garriott, P. O. (2009). Self-efficacy, motivation, and academic adjustment among African American women attending institutions of higher education. The Journal of Negro Education, 78(2), 159-171.
  • Trenz, R. C., Harrell, P., Scherer, M., Mancha, B. E., & Latimer, W. W. (2012). A model of school problems, academic failure, alcohol initiation, and the relationship to adult heroin injection. Substance Use & Misuse, 47(10), 1159-1171.
  • Turner, E. A., Chandler, M., & Heffer, R. W. (2009). The influence of parenting styles, achievement motivation, and self-efficacy on academic performance in college students. Journal of College Student Development, 50(3), 337-346.
  • Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751-796.
  • Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663-676.
  • Zuffianò, A., Alessandri, G., Gerbino, M., Kanacri, B. P. L., Di Giunta, L., Milioni, M., & Caprara, G. V. (2013). Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem. Learning and Individual Differences, 23, 158-162.
APA Koca F, dadandı i (2019). Akademik Öz-Yeterlik ile Akademik Başarı Arasındaki İlişkide Sınav Kaygısı ve Akademik Motivasyonun Aracı Rolü. , 241 - 252. 10.17051/ilkonline.2019.527207
Chicago Koca Fatih,dadandı ibrahim Akademik Öz-Yeterlik ile Akademik Başarı Arasındaki İlişkide Sınav Kaygısı ve Akademik Motivasyonun Aracı Rolü. (2019): 241 - 252. 10.17051/ilkonline.2019.527207
MLA Koca Fatih,dadandı ibrahim Akademik Öz-Yeterlik ile Akademik Başarı Arasındaki İlişkide Sınav Kaygısı ve Akademik Motivasyonun Aracı Rolü. , 2019, ss.241 - 252. 10.17051/ilkonline.2019.527207
AMA Koca F,dadandı i Akademik Öz-Yeterlik ile Akademik Başarı Arasındaki İlişkide Sınav Kaygısı ve Akademik Motivasyonun Aracı Rolü. . 2019; 241 - 252. 10.17051/ilkonline.2019.527207
Vancouver Koca F,dadandı i Akademik Öz-Yeterlik ile Akademik Başarı Arasındaki İlişkide Sınav Kaygısı ve Akademik Motivasyonun Aracı Rolü. . 2019; 241 - 252. 10.17051/ilkonline.2019.527207
IEEE Koca F,dadandı i "Akademik Öz-Yeterlik ile Akademik Başarı Arasındaki İlişkide Sınav Kaygısı ve Akademik Motivasyonun Aracı Rolü." , ss.241 - 252, 2019. 10.17051/ilkonline.2019.527207
ISNAD Koca, Fatih - dadandı, ibrahim. "Akademik Öz-Yeterlik ile Akademik Başarı Arasındaki İlişkide Sınav Kaygısı ve Akademik Motivasyonun Aracı Rolü". (2019), 241-252. https://doi.org/10.17051/ilkonline.2019.527207
APA Koca F, dadandı i (2019). Akademik Öz-Yeterlik ile Akademik Başarı Arasındaki İlişkide Sınav Kaygısı ve Akademik Motivasyonun Aracı Rolü. İlköğretim Online (elektronik), 18(1), 241 - 252. 10.17051/ilkonline.2019.527207
Chicago Koca Fatih,dadandı ibrahim Akademik Öz-Yeterlik ile Akademik Başarı Arasındaki İlişkide Sınav Kaygısı ve Akademik Motivasyonun Aracı Rolü. İlköğretim Online (elektronik) 18, no.1 (2019): 241 - 252. 10.17051/ilkonline.2019.527207
MLA Koca Fatih,dadandı ibrahim Akademik Öz-Yeterlik ile Akademik Başarı Arasındaki İlişkide Sınav Kaygısı ve Akademik Motivasyonun Aracı Rolü. İlköğretim Online (elektronik), vol.18, no.1, 2019, ss.241 - 252. 10.17051/ilkonline.2019.527207
AMA Koca F,dadandı i Akademik Öz-Yeterlik ile Akademik Başarı Arasındaki İlişkide Sınav Kaygısı ve Akademik Motivasyonun Aracı Rolü. İlköğretim Online (elektronik). 2019; 18(1): 241 - 252. 10.17051/ilkonline.2019.527207
Vancouver Koca F,dadandı i Akademik Öz-Yeterlik ile Akademik Başarı Arasındaki İlişkide Sınav Kaygısı ve Akademik Motivasyonun Aracı Rolü. İlköğretim Online (elektronik). 2019; 18(1): 241 - 252. 10.17051/ilkonline.2019.527207
IEEE Koca F,dadandı i "Akademik Öz-Yeterlik ile Akademik Başarı Arasındaki İlişkide Sınav Kaygısı ve Akademik Motivasyonun Aracı Rolü." İlköğretim Online (elektronik), 18, ss.241 - 252, 2019. 10.17051/ilkonline.2019.527207
ISNAD Koca, Fatih - dadandı, ibrahim. "Akademik Öz-Yeterlik ile Akademik Başarı Arasındaki İlişkide Sınav Kaygısı ve Akademik Motivasyonun Aracı Rolü". İlköğretim Online (elektronik) 18/1 (2019), 241-252. https://doi.org/10.17051/ilkonline.2019.527207
Sayfa Oluşturulma Tarihi
23-04-2024 11:7

İLETİŞİM

TÜBİTAK ULAKBİM TR Dizin

Yüzüncüyıl, İşçi Blokları Mahallesi

Muhsin Yazıcıoğlu Caddesi No:51/C

06530 Çankaya / ANKARA +90 (312) 298 92 00

trdizin@tubitak.gov.tr

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © Tüm Hakları Saklıdır. Gizlilik Politikası Kullanım Şartları