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Bu araştırmada öğretmen adayları görüşlerine dayanarak akademik öz yeterlik, akademik motivasyon ve akademik başarı arasındaki ilişki incelenmiştir. Araştırma Yozgat Bozok Üniversitesinde eğitim almakta olan 322 öğretmen adayıyla yürütülmüş nicel bir çalışmadır. Adayların akademik motivasyon düzeylerinin belirlenmesi için Akademik Motivasyon Ölçeği (Vallerand ve diğerleri, 1992) Türkçeye uyarlanmıştır. Akademik öz yeterlik düzeylerinin incelenmesi amacıyla Öğretmen Öz Yeterlik İnançları Ölçeği’nin alt ölçeklerinden Akademik Öz Yeterlik Ölçeği (Çolak, Yorulmaz ve Altınkurt, 2017) kullanılmıştır. Adayların akademik başarılarının değerlendirilmesinde genel not ortalamalarında (GANO) yararlanılmıştır. Veriler, betimsel analizler ve çok değişkenli regresyon analizi ile irdelenmiştir. Yürütülen araştırma sonucunda öğretmen adaylarının içsel ve dışsal akademik motivasyonlarının ve akademik öz yeterlik inançlarının orta düzeyden daha yüksek olduğu, motivasyonsuzluk durumlarının ise düşük düzeyde olduğu belirlenmiştir. Kadın öğretmen adaylarının akademik motivasyonlarının anlamlı olarak daha yüksek olduğu ve sınıf düzeyinin yükselmesine paralel olarak akademik öz yeterlik inançlarının da yükseldiği saptanmıştır. Katılımcıların akademik öz yeterlik inançları ile içsel akademik motivasyon, dışsal akademik motivasyon düzeyleri ve akademik başarıları arasında pozitif yönlü ilişkilerin olduğu saptanmıştır. Akademik içsel motivasyonun, öz yeterlik inancını anlamlı olarak yordadığı saptanmıştır.
In this study, the relationship between academic self-efficiency, academic motivation and academic performance success was examined based on the opinions of prospective teachers. This research is a quantitative study carried out with 322 prospective teachers studying at Bozok University in Yozgat. Academic Motivation Scale (Vallerand et al., 1992) was adapted to Turkish to determine prospective teachers' academic motivation. Academic Self-Efficacy Scale, one of the sub-scales of the Teacher Self-Efficacy Beliefs Scale was used to examine the levels of academic self-efficacy. The overall grade point average was used to evaluate the academic performance success of the prospective teachers. The data were analyzed by descriptive analysis and multivariate regression analysis. As a result of the research conducted, it was determined that internal and external academic motivations and academic self-efficiency beliefs were higher than the moderate level, and their amotivation level was low. It was determined that the academic motivation of female prospective teachers was significantly higher and academic self-efficacy beliefs increased in parallel to the increase in the level of classroom. It was found that there was a positive relationship between teacher self-efficacy beliefs and intrinsic academic motivation, external academic motivation levels and academic performance success. It was determined that academic intrinsic motivation predicted self-efficacy beliefs significantly.
In this study, the relationship between academic self-efficacy, academic motivation and academic performance success was examined based on the opinions of prospective teachers. This research is a quantitative study carried out with 322 prospective teachers studying at Bozok University in Yozgat. Academic Motivation Scale (Vallerand et al., 1992) was adapted to Turkish to determine prospective teachers’ acedemic motivation. Academic Self-Efficacy Scale, one of the sub-scales of the Teacher Self-Efficacy Beliefs Scale (Çolak, Yorulmaz & Altınkurt, 2017) was used to examine the levels of academic self-efficacy. The overall grade point average was used to evaluate the academic performance success of the prospective teachers. The data were analyzed by descriptive analysis and multivariate regression analysis. As a result of the research conducted, it was determined that intrinsic and external academic motivations and academic self-efficacy beliefs were higher than the moderate level, and their amotivation level was low. It was determined that the academic motivation of female prospective teachers was significantly higher and academic self-efficacy beliefs increased in parallel to the increase in the level of classroom. It was found that there was a positive relationship between teacher self-efficacy beliefs and intrinsic academic motivation, external academic motivation levels and academic performancessuccess. It was determined that academic intrinsic motivation predicted self-efficacy beliefs significantly.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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