Üst Bilişsel Becerinin Başarı Motivasyonu Yordamasındaki Rolü

Yıl 2017, , 1040 - 1055, 30.10.2017

Özlem Miraç Özkaya

https://doi.org/10.14686/buefad.336767

Cited By: 2

Öz

Bu
çalışmanın amacı, üst bilişin başarı motivasyonu üzerindeki rolünü
incelemektir. Bu sebeple, Üst Biliş Ölçeği ve Başarı Odaklı Motivasyon Ölçeği
kullanılmıştır. Ölçekler Türkiye’de, İnönü, Fırat ve Cumhuriyet
Üniversitelerinde, Eğitim Fakültelerinde okuyan 618 öğrenciye uygulanmıştır.
Çalışma kapsamında anket metodu kullanılmış ve regresyon analizi uygulanmıştır.
Üst biliş ile Başarı Motivasyonunun alt boyutları arasında yapılan korelasyon
sonucunda, bir çok altboyut ilişkisi pozitif çıkmıştır. En yüksek pozitif
korelasyon bilişsel öz bilinç (CSC) ve dış etkiler arasında bulunmuştur (r=
.43, p< .01).  Ayrıca, diğer bir pozitif korelasyon da genel başarı
odaklı motivasyon ile bilişsel öz bilinç (CSC) arasında bulunmuştur (r=
.43, p< .01). Üst biliş ve başarı motivasyonu alt boyutları çoklu regresyon
analizi sonuçlarına gore, başarı motivasyonu tahmini üzerindeki regresyon
denklemi şu şekildedir: 2.074+0.220 PBA
– 0.007 UNCON – 0.041 CC – 0.107 NCT + 0.519 CSC

Anahtar Kelimeler

üst biliş, başarı motivasyonu, motivasyon

The Role of Metacognitive Skills in Predicting Achievement Motivation

Öz

The aim of this research is to analyze the
role of metacognition
in predicting achievement motivation. For
this purpose, Metacognitions Questionnaire (MCQ-30) and Achievement Focused Motivation (AFM) scales were applied to 618 students in Turkey,
attending Faculties of Education of Cumhuriyet, İnönü and Fırat Universities.
Survey method has been used through the research, and regression analysis has
been conducted. Most of the correlations between sub-dimensions of
metacognition and achievement motivation are found to be positive. The highest
positive correlation is found between Cognitive Self-Consciousness (CSC) and
external effects (r= .43, p< .01). Moreover, another positive correlation is
to be between AFM (general) and CSC (r= .43, p< .01). According to the
results of multiple regression analysis held between sub-dimensions of
metacognition and achievement motivation, regression equality regarding
prediction of achievement motivation is; 2.074+0.220
PBA – 0.007 UNCON – 0.041 CC – 0.107 NCT + 0.519 CSC.

Anahtar Kelimeler

metacognition, achievement motivation, motivation

Kaynakça

• Achievement Motivation. (2010). You need to understand the importance of achievement motivation to achieve success. Retrieved June 4, 2011 from http://achievementmotivation.com/you-need-to-understand-the-importance-of-achievement-motivation-to-achieve-success.htm
• Akbaba, S. (2006). Eğitimde motivasyon. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 13, 343-361.
• Akpan, I.D. and Umobong, M. E. (2013). Analysis of achievement motivation and academic engagement of studnets in the Nigerian classroom. Academic Journal of Interdisciplinary Studies, MCSER Publishing, Rome-Italy, 2(3), 385-390.
• Akpunar, B. (2011). Biliş ve üstbiliş (metabiliş) kavramlarının zihin felsefesi açısından analizi. Turkish Studies, 6(4), 353-365.
• AlleyDog.com. (2011). Achievement motivation. Retrieved June 4, 2011 from http://www.alleydog.com/glossary/definition.php?term=Achievement%20Motivation
• AL-Baddareen, G.; Ghaith, S. And Akour, M. (2015). Self-efficacy, achievement goals, and metacognition as predicators of academic motivation. Procedia – Social and Behavioral Sciences, 191, 2068-2073.
• American Business.org. (2011). Achievement motivation. Retrieved June 4, 2011 from http://american-business.org/10-achievement-motivation.html
• Aybek, B. (2007). Eleştirel düşünmenin öğretiminde öğretmenin rolü. Bilim Eğitim ve Düşünce Dergisi, 7(2), 1-12.
• Blakey, E. and Spence, S. (1990). Developing metacognition. ERIC. Retrieved August 25, 2017 from http://www.ericdigests.org/pre-9218/developing.htm
• Chetri, S. (2014). Self-concept and achievement motivation of adolescents and their relationship with academic achievement. International Journal of Advancements in Research and Technology (IJOART), 3(5), 236-253.
• Costa, A. L. (2008). Describing the habits of mind, in Arthur L. Costa and Bena Kallick (Eds.), Learning and Leading With Habits of Mind: 16 Essential Characteristics for Success. Alexandria, VA, USA: Assocation for Supervision & Curriculum Development.
• Coutinho, S. A. (2007). The relationship between goals, metacognition, and academic success. Educate Journal, 7(1), 39-47.
• Dean, D. and Kuhn, D. (2003). Metacognition and critical thinking. Educational Resources Information Center (ERIC), 1-11.
• Doğan, A. (2013). Üstbiliş ve üstbilişe dayalı öğretim. Middle Eastern and African Journal of Educational Research, 3, 6-20.
• E.notes.com. (2011). Achievement motivation, Oxfortd Dictionary of Sociology. Retrieved 4 June, 2011 from http://www.enotes.com/oxsoc-encyclopedia/achievement-motivation
• Field, A.P. (2009). Discovering statistics using SPSS: And sex and drugs an rock ‘n’ roll (3rd edition). London: Sage publication.
• Flavell, J.H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The Nature of Intelligence. Hillsdale, NH: Erlbaum.
• GAC. (2011). Motivation through the lens of metacognition, pp. 1-9. Retrieved January 15, 2011from http://homepages.gac.edu/dmoos/documents/motandmetacog.pdf
• Garrett, J.; Alman, M.; Gardner, S. and Born, C. (2007). Assessing students’ metacognitive skills. American Journal of Pharmaceutical Education. 71(1).
• Genbilim. (2011). Üstbiliş (Metacognition). Retrieved January 15, 2011 from http://www.genbilim.com/content/view/3480/38/
• Gordon, J. (1996). Tracks for learning: metacognition and learning technologies. Australian Journal of Education Technology, 12(1), 46-55.
• Hartman, H. J. (1998). Metacognition in teaching and learning: an introduction. Instructional Science, 26, 1-3.
• Hacker, D. J.; Dunlosky, J. and Graesser, A. C. (Eds.). (1998) Metacognition in Educational Theory and Practice. Mahwah: NJ.
• Hrbackova, K.; Hladik, J. and Vavrova, S. (2012). The relationship between locus of control, metacognition, and academic success. Procedia – Social and Behavioral Sciences, 69, 1805-1811.
• Kane, S. (2011). Literacy and Learning in the Content Areas (3rd Edition). London: Routledge Taylor and Francis Group.
• Kaplan, A. (2009). Achievement motivation. Retrieved June 4, 2011 from http://www.education.com/reference/article/achievement-motivation
• Kuhn, D. and Dean, D. (2004). Metacognition: a bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268-273.
• Lai, E. R. (2011). Metacognition: A Literature Review Research Report. Pearson.
• Landine, J. and Stewart, J. (1998). Relationship between metacognition, motivation, locus of control, self efficacy, and academic achievement. Canadian Journal of Counselling, 32(3), 200-212.
• Lennon, J. M. (2010). Chapter 4: Self-regulated learning, in non-cognitive skills. In Jeffrey A. Rosen, Elizabeth J. Glennie, Ben W. Dalton, Jean M. Lennon, and Robert N. Bozick (Eds.). The Classroom: New Perspectives on Educational Research (pp. 70-91). USA: RTI Pres.
• Ling, W. and Dejun, G. (2003). A research on the relationship between metacognition and learning motivation. Psychological Science. Retrieved September 3, 2017 from http://en.cnki.com.cn/Article_en/CJFDTOTAL-XLKX200305013.htm
• Mango, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition Learning, 5, 137-156.
• Martinez, M. E. (2006). What is metacognition. Phi Delta Kapan: Artville. 696-699.
• McCormick, C. B. (2003). Metacognition and learning. In W. M. Reymolds; G. E. Miller; I. B. Weiner (Eds.) Handbook of Psychology, 7 (pp. 79-102). USA: John Willey and Sons, Inc.
• Mindshift. (2016). The role of metacognition in learning and achievement. KQED News. Retrieved September 2, 2017 from https://ww2.kqed.org.
• NCREL. (2011). Metacognition. Accessed January 5, 2011 from http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1metn.htm1.
• Oğuz, A. and Ataseven, N. (2016). The relationship between metacognitive skills and motivation of university students. Educational Process: Internatlonal Journal, 5(1), 54-64.
• Özsoy, G. (2008). Üstbiliş. Türk Eğitim Bilimleri Dergisi, 6(4), 713-740.
• Peirce, W. (2003). Metacognition: study strategies, monitoring, and motivation. Written version of a workshop presented at Prince George’s Community College in 2004. Accessed September 3, 2017 from http://academic.pgcc.edu/~wpeirce/MCCCTR/metacognition.htm.
• Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219-225.
• PSLC. (2011). Metacognition and motivation. Accessed August 25, 2017 from http://www.learnlab.org/research/wiki/index.php/Metacognition_and_Motivation.
• Rblewis.net. (1999). Achievement motivation. Accessed June 4, 2011 from http://www.rblewis.net/technology/PSY306/achmotivat.html.
• Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-125.
• Schraw, G.; Crippen, K. J. and Hartley, K. (2006). Promoting self-regulation in science education: metacognition as part of a broader perspective on learning. Research in Education, 36(1-2), 111-139.
• Semerci, Ç. (2010). The development of achievement focused motivation scale, e-Journal of New Wold Sciences Academy Education Sciences, 5(4), 2123-2133.
• Sipahi, B.; Yurtkoru, S. and Çinko, M. (2006). Sosyal bilimlerde SPSS’le veri analizi. Istanbul: Beta Basım Yayım Dağıtım A.Ş.
• Soyer, F.; Can, Y.; Güven, H.; Hergüner, G.; Bayansalduz, M. and Tetik, B. (2010). Sporculardaki başarı motivasyonu ile takım birlikteliği arasındaki ilişkinin incelenmesi. Uluslararası İnsan Bilimleri Dergisi, 7(1), 225-239.
• Stavrianopoulos, K. (2007). Adolescents’ metacognitive knowledge monitoring and academic help seeking: the role of motivation orientation. College Student Journal. 1-9.
• Tanner, K. D. (2012). Promoting student metacognition. CBE – Life Sciences Education, 11, 113-120.
• TIP. (2011). Metacognition. http://tip.psychology.org/meta.html Accessed January 15, 2011.
• Tunca, N. and Alkın-Şahin, S. (2014). Öğretmen adaylarının bilişötesi (üstbiliş) öğrenme stratejileri ile akademik öz yeterlilik inançları arasındaki ilişki. Anadolu Journal of Educational Sciences International, 4(1), 47-56.
• Vollmeyer, R. and Rheinberg, F. (1999). Motivation and metacognition when learning a complex system. European Journal of Psychology of Education, 14(4), 541-554.
• Winne, P. H. and Hadwin, A. F. (1998). Studying as self-regulated learning, in D. J. Hacker, J. Dunlosky, A. C. Graesser (Eds.). Metacognition in Educational Theory and Practice (pp. 277-304). Mahwah: NJ.
• Woolfolk, A. E. (1998). Educational Psychology (7th Edition). USA: Allyn and Bacon.
• Yusuf, M. (2011). The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement. Procedia – Social and Behavioral Sciences, 15, 2623-2626.
• Zenzen, T. G. (2002). Achievement motivation. Research Paper Submitted in Partial Fulfillment of the Requirements for the Master of Science Degree, University of Wisconsin-Stout.
• Zhonggen, Y. (2017). CH 10: The Influence of Clickers use on metacognition and learning outcomes in college English classroom in L. Tomei (Ed.) in Exploring the New Era of Technology Infused Education (pp. 158-172). USA: IGI Global.
• Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.