Buradasınız

Anasayfa » Content

Gelecek Zaman Algısı ve Akademik Alanda Arzuların Ertelenmesinin Öğretmen Adaylarının Akademik Başarıları Üzerindeki Etkisi

Journal Name:

  • Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi

Publication Year:

  • 2013

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
The purpose of this study is to examine the effect of the future time perception (connectedness, value, speed. extension and perceived instrumentality) and academic delay of gratification of the prospective teachers on their pedagogy courses achievements. For this purpose a model which shows the expected relations depending on the literature among the variables was developed to verify. Subjects consisted of 462 fourth year prospective teachers from Marmara University, Ataturk Faculty of Education. According to findings, pedagogy courses achievements were predicted by value directly, predicted by connectedness through academic delay of gratification and predicted by speed and perceived instrumentality directly and through academic delay of gratification. Extension didn’t have a significant power in predicting of pedagogy courses achievements. Accordingly, with respect to these findings, model was verified.
Bookmark/Search this post with
Abstract (Original Language): 
Bu çalışmada, gelecek zaman algısı (bağlılık, değer, hız, genişlik ve algılanan araçsallık) ile akademik alandaki arzularını ertelenmesinin öğretmen adaylarının meslek derslerindeki akademik başarıları üzerindeki etkisinin araştırılması amaçlanmıştır. Bu amaçla alan yazına dayalı olarak söz konusu değişkenler arasında beklenen ilişkileri gösteren bir model oluşturulmuş ve bu model test edilmiştir. Araştırmanın çalışma grubunu, Marmara Üniversitesi Atatürk Eğitim Fakültesi dördüncü sınıfta öğrenim gören 462 öğretmen adayı oluşturmuştur. Araştırma sonuçları, meslek derslerindeki akademik başarının; gelecek zaman algısının, değer alt boyutu tarafından doğrudan yordandığı; Bağlılık alt boyutu tarafından akademik alanda arzuların ertelenmesi vasıtasıyla yordandığı; Hız ve algılanan araçsallık alt boyutları tarafından ise hem doğrudan hem de akademik alanda arzuların ertelenmesi vasıtasıyla yordandığı; Bağlılık alt boyutunun ise anlamlı bir yordayıcı olmadığını göstermiştir. Bu bulgulara göre, akademik başarıyı açıklamaya yönelik oluşturulan model doğrulanmıştır.
FULL TEXT (PDF): 
PDF icon 23.pdf
  • 1
389-406
  • Turkish

REFERENCES

References: 

Akinsola, M. K., Tella, A.  Tella, A. (2007). Correlates of academic procrastination and mathematics achievement of university undergraduate students. Eurasia Journal of Mathematics, Science and Technology Education, 3(4), 363-370.
Avcı, S. (2008). Öğretmen adaylarının, gelecek zaman algıları, akademik alandaki arzularını erteleme konusundaki isteklilikleri, algılanan araçsallıkları, sosyo-ekonomik düzeyleri ve akademik başarıları arasındaki açıklayıcı ve yordayıcı ilişkiler örüntüsü. Yayınlanmamış doktora tezi, Yıldız Teknik Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
Ayduk, O., Mendoza-Denton, R., Mischel, W., Downey, G., Peake, P.K.  Rodriguez, M. (2000). Regulating the interpersonal self: strategic self-regulation for coping with rejection sensitivity. Journal of Personality and Social Psychology, 79(5), 776-792.
Bembenutty, H, McKeachie, W.J., Karabenick, S.A.  Lin, Y. (Nisan 2000). Emotion regulation and test anxiety: the contribution of academic delay of gratification. The Annual Meeting of the American Educational Research Association sunulmuş bildiri, New Orleans.
Bembenutty, H.  Karabenick, S.A. (1998a). Academic delay of gratification. Learning and Individual Differences, 10(4), 329-346.
Bembenutty, H.  Karabenick, S.A. (Mart 1996). Academic delay of gratification scale: A new measurement for delay of gratification. The Annual Meeting of the Eastern Psychological Association sunulmuş bildiri, Philadelphia.
Bembenutty, H.  Karabenick, S.A. (Şubat 1998b). Individual differences in academic delay of gratification. The Annual Meeting of the Eastern Psychological Association, Boston.
Bembenutty, H. (Nisan 2001). Self regulation of learning in the 21st century: Understanding the role of academic delay of gratification. The Annual Meeting of the American Educational Research Association sunulmuş bildiri, Seattle.
Bembenutty, H. (Nisan 2002). Self regulation of learning and academic delay of gratification: individual differences among collage students. The Annual Meeting of the American Educational Research Association sunulmuş bildiri, New Orleans.
Bembenutty, H. (Nisan 2004). Perception of self-efficacy, academic delay of gratification, and use of learning strategies among korean college students. The Annual Meeting of The American Educational Research Association sunulmuş bildiri, San Diego.
Bembenutty, H., McKeachie, W.J., Karabenick, S.A.  Lin, Y. (Nisan 2001). Teaching effectiveness and course evaluation: The role of academic delay of gratification. The Annual Meeting of the American Educational Research Association sunulmuş bildiri, Seattle.
Brophy, J. (2004). Motivating students to learn. London: Lawrence Erlbaum Associates.
Brown, W.T.  Jones, J.M.. (2004). The substance of things hoped for: A study of the future orientation, minority status perceptions, academic engagement and academic performance of black high school students. Journal of Black Psychology, 30(2), 248-273.
Byrne, B.M. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. New Jersey: Lawrence Erlbaum Associates.
Creten, H., Lens, W.  Simons, J. (2001). The role of perceived instrumentality in student motivation. Efklides, A., Kuhl, J., Sorrentino, R. (ed). Trends and prospects in motivation research. (Ss: 37-45). The Netherlands: Kluwer Academic Publishers.Daltrey, M.H.  Langer, P. (1984). Development and evaluation of a measure of future time perspective. Perceptual and Motor Skills, 58, 719-725.
De Volder, M.  Lens, W. (1982). Academic achievement and future time perspective as a cognitive-motivational concept. Journal of Personality' and Social Psychology, 42, 566-571.
Dikici, A., Yavuzer, Y., Gündoğdu R. (2006). Eğitim fakültesi mezunlarinin eğitim bilimleri derslerine ilişkin görüşleri. Milli Eğitim, 172.
Gjesme, T. (1975). Slope of gradients for performance as a function of achievement motive, goal distance in time, and future time orientation. The Journal of Psychology, 91, 143-160.
Gjesme, T. (1979). Future time orientation as a function achievements motivates, ability, delay of gratification and sex. The Journal Of Psychology, 101(2), 173-188.
Honora, D.T. (2002). The relationship of gender and achievement to future outlook among african american adolescent. Adolescence, 37(146), 301-316.
Husman, J.  Shell, D. F. (2008). Beliefs and perceptions about the future: A measurement of future time perspective. Learning and Individual Differences, 18(2), 166-175.
Husman, J.  Willy, L. (1999). Role of future in student motivation. Educational Psychologist, 34(2), 113-125.
Husman, J.E. (1998). The effect of perceptions of future on intrinsic motivation. Yayınlanmamış doktora tezi, Faculty of Graduate School of The University of Texas School of Education, Texas.
Husman, J.E., Shell, D.F. (Ağustos 1996). Beliefs and perceptions about the future: A conceptualization and measurement of future time perspective. The XXVI International Congress of Psychology sunulmuş bildiri, Montreal, Canada.
Jackson, T., Weiss, K.E., Lundquist, J.J.  Hooper, D. (2003). The impact of hope, procrastination, and social activity on academic. Education, 124(2), 310-322.
Jenkins-Marsan, B. (1999). Causal attribution patterns and future time perspective: a cornparison of technical sector and pre-university college students. Yayınlanmamış yükseklisans tezi, University of Sherbrooke.
Lens, W.  Tsuzuki, M. (September 2005). The role of motivation and future time perspective in educational and career development. The International Conference on Careers in context: New challenges and tasks for guidance and counseling sunulmuş bildiri, Lissabon, Portugal.
Lens, W., Decruyenaere, M. (1991). Motivation and de-motivation in secondary education: student characteristics. Learning and Instruction, 1(2), 145–159.
Lomranz, J., Shmotkin, D.  Katznelson, B. (1983). Coherence as a measure of future time perspective in children its relationship to delay of gratification and social class. International Journal of Psychology, 18(5), 407-413.
Maines, C.A. (2002). Does The ability to delay gratification predict academic success in college freshmen. Yayınlanmamış doktora tezi, University of Arkansas.
Malka, A., Covington, M.V. (2004). Perceiving school performance as instrumental to future goal attainment: Effects on graded performance. Contemporary Educational Psychology, 30, 60–80.
Miller, R.B., DeBacker Greene, T.K.  Barbara, A. (1999). Perceived instrumentality and academics: The link to task valuing. Journal of Instructional Psychology, 26(4), 250-260.
Milli Eğitim Temel Kanunu (1973). Resmi Gazete. Yayın Tarihi: 24.06.1973. Sayısı: 14574. Numarası:1739.
Mischel, W.  Ayduk, O. (2002). Self regulation in a cognitive-affective personality system: Attentional control in the services of the self. Self and Identity, 1, 113-120.
Mischel, W.  Underwood, B. (1974). Instrumental ideation in delay of gratification. Child Development, 45(4), 1083-1088.
Moreas, M.A.  Lens, W. (1991). The motivational significance of the individual time perspective: An unpublished research report. Belgium: Leuven.
Nuttin, J.  Lens, W. (1985). Future time perspective and motivation: Theory and research method. Belgium: Lawrence Erlbaum Associates.
Peetsma T., Hascher, T., Van Der Veen, I, Roede, E. (2005). Relations between adolescents’ self-evaluations, time perspectives, motivation for school and their achievement in different countries and at different ages. European Journal of Psychology of Education, 20(3), 209-225.
Peetsma, T. (2000). Future time perspective as a predictor of school investment. Scandinavian Journal of Educational Research, 44(2), 177-192.
Schumacker, R.E., Lomax, R.G. (1996). A beginner’s guide to structural equation modeling. New Jersey: Lawrence Erlbaum Associates.
Shell, D.F.  Husman, J. (2001). The multivariate dimensionality of personal control and future time perspective beliefs in achievement and self-regulation. Contemporary Educational Psychology, 26, 481–506.
Simons, J., Dewitte, S.  Lens, W. (2000). Wanting to have versus wanting to be: The effect of perceived instrumentality on goal orientation. British Journal of Psychology, 91(3), 335-352.
Simons, J., Dewitte, S.  Lens, W. (2004). The role of different types of instrumentality in motivation, study strategies and performance: Know why you learn, so you’ll know what you learn. British Journal of Educational Psychology, 74(3), 343-360.
Simons, J., Vansteenkiste, M., Lens, W.  Lacante M. (2004). Placing motivation and future time perspective theory in a temporal perspective. Educational Psychology Review, 16(2), 121-139.
Şimşek, Ö.F. (2007). Yapısal eşitlik modellemesine giriş: Temel ilkeler ve LISREL uygulamalari. İstanbul: Ekinoks Yayınları.
Yüksel, S. (2004) Eğitim fakültesi öğrencilerinin öğretmenlik meslek bilgisi derslerine yönelik direnç davranişlari. Kuram ve Uygulamada Eğitim Bilimleri, 4(1), 173-200.
Zimmerman, B. (2000). Attaining self-regulation: A social cognitive perspective, Boekaerts M., Pintrich P., Zeodmer M., (ed.). Handbook of self-regulation. USA: Academic Press.

Thank you for copying data from http://www.arastirmax.com