8. Sınıf öğrencilerinin bilişüstü farkındalık ve akademik öz yeterlik düzeyleri, motivasyonel inançları ve TEOG sınavı Türkçe puanları: Bir yapısal eşitlik modeli denemesi
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Tarih
2015
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmada 8. sınıf öğrencilerinin bilişüstü farkındalık ve akademik öz yeterlik düzeyleri, motivasyonel inançları ve temel eğitimden ortaöğretime geçiş sınavı Türkçe puanları değişkenleri arasında doğrudan ilişkilerle ilgili yapısal eşitlik modeli oluşturulmuştur. Araştırmanın evreni Konya ilinde Temel Eğitimden Ortaöğretime Geçiş sınavına (TEOG) giren 36.637 8. Sınıf öğrencisinden; örneklemi ise tabakalı örnekleme yöntemi ile seçilen 452 öğrenciden oluşmaktadır. Veri toplama aracı olarak Bilişüstü Farkındalık Envanteri, Öğrenmeye İlişkin Motivasyonel Stratejiler Ölçeği ve Akademik Öz Yeterlik Ölçeği; verilerin analizinde ise Lisrel 8.51 ve SPSS 16.0 kullanılmıştır. Bulgulara göre, öğrencilerin TEOG Türkçe puanları için akademik öz yeterliklerinin bilişüstü farkındalıklarından daha önemli olduğu belirlenmiş ve motivasyonel inançları ile TEOG Türkçe puanları arasındaki t değerleri modele uyum göstermediğinden modelden çıkarılmıştır.
The related structural equation model was formed through direct relationships between the variables of Metacognitive Awareness and Academic Self-efficacy Levels, Motivational Belief and Turkish points on the system for transition to secondary education from basic education examination of secondary school 8th Grade Students. The scope of the research consisted of 36.637 grade 8 students taking on the system for transition to secondary education from basic education examination in Konya. The research sample included 452 students who were selected from these students by the stratified sampling model considering socio-economic levels of the students. The Metacognitive Awareness Inventory, The Motivational Strategies Scale Related to Learning and The Academic Self-Efficacy Scale were used as data collection tools in the research. To analyze the data, Lisrel 8.51 and SPSS 16.0 were employed. The findings show that self-efficacy of students is more important than their metacognitive awareness for their on the system for transition to secondary education from basic education examination Turkish points. In addition to this, t values between the motivational belief and the system for transition to secondary education from basic education examination's Turkish points of the students were not included in the model as they did not work in accord with the model.
The related structural equation model was formed through direct relationships between the variables of Metacognitive Awareness and Academic Self-efficacy Levels, Motivational Belief and Turkish points on the system for transition to secondary education from basic education examination of secondary school 8th Grade Students. The scope of the research consisted of 36.637 grade 8 students taking on the system for transition to secondary education from basic education examination in Konya. The research sample included 452 students who were selected from these students by the stratified sampling model considering socio-economic levels of the students. The Metacognitive Awareness Inventory, The Motivational Strategies Scale Related to Learning and The Academic Self-Efficacy Scale were used as data collection tools in the research. To analyze the data, Lisrel 8.51 and SPSS 16.0 were employed. The findings show that self-efficacy of students is more important than their metacognitive awareness for their on the system for transition to secondary education from basic education examination Turkish points. In addition to this, t values between the motivational belief and the system for transition to secondary education from basic education examination's Turkish points of the students were not included in the model as they did not work in accord with the model.
Açıklama
Anahtar Kelimeler
Tarih, Bilişüstü farkındalık, Akademik öz-yeterlik, Motivasyonel inançlar, Temel Eğitimden Ortaöğretime Geçiş sınavı Türkçe puanları, Metacognitive awareness, Academic self-efficacy, Motivational belief, Turkish points of the system for transition to secondary education from basic education examination
Kaynak
Tarih Okulu Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
8
Sayı
23
Künye
Yıldız, D. (2015). 8. Sınıf öğrencilerinin bilişüstü farkındalık ve akademik öz yeterlik düzeyleri, motivasyonel inançları ve TEOG sınavı Türkçe puanları: Bir yapısal eşitlik modeli denemesi. Tarih Okulu Dergisi, 8, 23, 41-61.
