The Relationship between Interpersonal Problem Solving and Academic Motivation
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Dosyalar
Tarih
2014
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, kişiler arası sorun çözme ve akademik güdülenme arasında ilişkilerin ve kişilerarasıproblem çözmenin akademik güdülenmeyi anlamlı düzeyde yordayıp yordamadığının belirlenmesidir. Araştırma genel tarama modeline uygun olarak yürütülmüştür. Araştırmanın katılımcıları tesadüfi küme örneklemi ile seçilmiştir. Araştırmanın çalışma grubunu oluşturan lise öğrencilerinin 355'i kız ve 232'i erkek öğrenciden oluşmaktadır. Öğrencilerin yaşları 14-19 arasında olup ortalaması 16.15 (Ss:0.94)'dır. Veriler, kişiler arasıproblem çözme envanteri (Çam ve Tümkaya, 2008) ve akademik güdülenme ölçeği (Bozanoğlu, 2004) ile toplanmıştır. Verilerin istatistiksel analizinde Pearson momentler çarpım korelasyon katsayısı tekniği ve regresyon analizi kullanılmıştır. Araştırma sonucuna göre, Yapıcı Problem Çözme (YPÇ) (r.442, p.01), IsrarcıSebatkâr Yaklaşım (ISY) (r.366, p.01) ve Akademik Güdülenme arasında önemli pozitif ilişki bulunmuştur. Kişilerarası problem çözme akademik güdülenmedeki varyansın %22'sini açıklamaktadır. Ayrıca yapıcı problem çözme (?.339, p.01) ve ısrarcı sebatkâr yaklaşımın (?.182, p.01) akademik güdülenmenin önemli yordayıcıları olduğu görülmüştür.
The basic purpose of the present study is to examine whether high school students' problem solving approaches predict academic motivation or not. In line with this purpose, the researchers examined the correlation between interpersonal problem solving approaches and academic motivation scores in addition to examining whether interpersonal problem solving approaches are predictors of academic motivation. The participants of the study consist of high schools students, and the study sample is composed of 587 students selected through random group sampling. 355 of the students were females, while 232 of them were males, and the mean age of the both group was 16.15 (Sd:0.94). The data were collected using Interpersonal Problem Solving Inventory and Academic Motivation Scale. Pearson moments correlation coefficient and multiple regression analysis were used to analyze the data in the study. According to the findings of the study, there was a significant positive correlation between Constructive Problem Solving (CPS) (r.442, p>.01) and InsistentPersevering Approach (IPS) (r.366, p>.01) and Academic Motivation. It was seen that interpersonal problem solving accounted for 22% of the total variance in academic motivation
The basic purpose of the present study is to examine whether high school students' problem solving approaches predict academic motivation or not. In line with this purpose, the researchers examined the correlation between interpersonal problem solving approaches and academic motivation scores in addition to examining whether interpersonal problem solving approaches are predictors of academic motivation. The participants of the study consist of high schools students, and the study sample is composed of 587 students selected through random group sampling. 355 of the students were females, while 232 of them were males, and the mean age of the both group was 16.15 (Sd:0.94). The data were collected using Interpersonal Problem Solving Inventory and Academic Motivation Scale. Pearson moments correlation coefficient and multiple regression analysis were used to analyze the data in the study. According to the findings of the study, there was a significant positive correlation between Constructive Problem Solving (CPS) (r.442, p>.01) and InsistentPersevering Approach (IPS) (r.366, p>.01) and Academic Motivation. It was seen that interpersonal problem solving accounted for 22% of the total variance in academic motivation
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları, İnterpersonal Problem Solving, Academic Motivation, Kişilerarası Problem Çözme, Akademik Güdülenme
Kaynak
İlköğretim Online (elektronik)
WoS Q Değeri
Scopus Q Değeri
Cilt
13
Sayı
2
Künye
Bedel, A., Hamarta, E. (2014). Kişilerarasi{dotless} problem çözme ve akademik güdülenme arasi{dotless}ndaki ilişki. Elementary Education Online, 13, 2, 674-681.
