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Bu araştırmanın amacı utangaçlık ile akademik güdülenme arasındaki ilişkide okula bağlanmanın aracılık rolünü test etmektir. Araştırmaya 231 [121 (%52.4) kadın, 110 (%47.6) erkek] ortaokul öğrencisi katılmıştır. Araştırmada veriler “Utangaçlık Ölçeği, “Çocuk ve Ergenler için Okula Bağlanma Ölçeği” ve “Akademik Güdülenme Ölçeği” aracılığıyla toplanmıştır. Araştırmanın verileri iki aşamalı yapısal eşitlik modellemesi ve bootstrapping işlemi kullanılarak analiz edilmiştir. Araştırmanın sonuçları utangaçlık ile akademik güdülenme arasındaki ilişkide okula bağlanmanın kısmi aracı olduğunu ortaya koymuştur (χ2/sd=1.44, CFI=.97, IFI=.97, GFI=.95, AGFI=.92, RMSEA=.05 ve SRMR=.059). Bootstrapping işlemi sonucunda okula bağlanmanın utangaçlık ile akademik güdülenme arasındaki aracılığının istatistiksel olarak anlamlı olduğu bulunmuştur (bootstrap= -.084, %95G.A.= -.193, -.011). Son olarak, araştırmanın sonuçları ve sınırlılıkları tartışılmış, doğurguları çerçevesinde gelecek araştırmalara önerilerde bulunulmuştur.
The aim of this research is to test the mediation role of connecting to school in the relationship between shame and academic motivation. The study included 231 [121 (52.4) women and 110 (47.6) men] high school students. In the study, the data was collected through the "Extraordinary Scale", "The Scale of Connection to School for Children and Adults" and "The Scale of Academic Interference". The data of the study was analyzed using two-stage structural equality modeling and bootstrapping process. The results of the study found that the relationship between shame and academic motivation was a partial means of connecting to school (χ2/sd=1.44, CFI=.97, IFI=.97, GFI=.95, AGFI=.92, RMSEA=.05 and SRMR=.059). The Bootstrapping process found that the intersection between school connection and academic motivation was statistically meaningful (bootstrap = -.084, 95%G.A. = -193, -.011). Finally, the results and limitations of the research have been discussed, and recommendations for future research have been made in the framework of the currents.
The aim of this study is to investigate mediation role of school attachment in relationship between shyness and academic motivation. Participant were 231 middle school students [121 (%52.4) girl, 110 (%47.6) boy]. Data were collected with “Shyness Scale”, “School Attachment Scale for Children and Adolescent”, and “Academic Motivation Scale”. The mediation role of school attachment was tested using the two-step structural equation analysis and bootstrapping procedure. The results showed that school attachment partially mediated the relationship between shyness and academic motivation (χ2/sd=1.44, CFI=.97, IFI=.97, GFI=.95, AGFI=.92, RMSEA=.05, and SRMR=.059). According to results of bootstrapping procedure the indirect role involving forgiveness as the predictor was statistically significant (bootstrap= -.084, %95G.A.= -.193, -.011). The implications, limitations were discussed, and suggestions were presented in the light of the research findings.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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