Birey-Çevre Uyumu, Aidiyet Duygusu, Akademik Doyum ve Akademik Başarı Arasındaki İlişkilerin Analizi

Erdinc Duru; Murat Balkıs

doi:10.12984/eed.42566

-

Yıl 2015, Cilt: 16 Sayı: 1, 122 - 141, 24.07.2015

Erdinc Duru , Murat Balkıs

https://doi.org/10.12984/eed.42566

Cited By: 12

Öz

The study was designed to examine direct and indirect relationships between personenvironment fit, sense of belongingness, and academic achievement by structural equation model. The participants were 300 undergraduate students who study different major fields in Faculty of Education in Pamukkale University. Participants’ age ranged 19 and 32. Academic Fit Scale, Psychological Sense of Community Scale, Academic Intrinsic Interest Scale, Academic Satisfaction Scale, and Personal Information Sheet were used to gather data. According to the results sense of belongingness has mediation role in relation to PersonEnvironment fit and academic satisfaction. Results also showed that academic satisfaction plays mediation role in relation to person-environment fit-academic achievement and sense of belongingness-academic achievement. Implication of these finding was discussed in terms of educators, education managers and psychological counselors

Anahtar Kelimeler

Person-Environment fit, sense of belongingness, academic satisfaction, and academic achievement

Kaynakça

Aitken, N. D. (1982). College student performance, satisfaction, and retention: Specification and estimation of a structural model. Journal of Higher Education, 53, 32–50.
Al Khatib, S. A. (2007). Congruence of Hollands’s theory of vocational and work environments with GPA of college students in the United Arab Emirates. Psychological Reports, 100(3 PT2), 1189-1200.
Anderson, C. M. (2010). Linking perceptions of school belonging to academic motivation and academic achievement amongst student athletes: A comparative study between High-Revenue Student Athletes and Non-Revenue Student Athletes. (Yayımlanmamış doktora tezi). University of California, California, USA. Retrieved from http://escholarship.org/uc/item/8nt3g57h#page-1
Arbuckle J. (2006). Amos 7.0 User’s Guide. Amos Development Corporation: Spring House, PA.
Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-529.
Balkıs, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: The mediation role of rational beliefs about studying. Journal Cognitive and Behavioral Psychotherapies. 13(1), 57-74.
Balkıs, M. (2011). Academic efficacy as a mediator and moderator variable in the relationship between academic procrastination and academic achievement. Eğitim Araştırmaları Dergisi, 45, 1-16.
Balkıs, M., Duru, E., Buluş, M. ve Duru, S. (2011). Tükenmişliğin öğretmen adayları arasındaki yaygınlığı, demografik değişkenler ve akademik başarı ile ilişkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29, 151-165.
Balkıs, M. ve Duru, E. (2010). Akademik erteleme akademik başarı ilişkisinde genel ve performans benlik saygısının rolü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27, 159-170.
Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4(1), 1–44.
Baumeister, R. F. & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529.
Bean, J.P., & Bradley, R. K. (1986). Untangling the satisfaction performance relationship for college students. Journal of Higher Education, 57(4), 393-412.
Billups, Felice, D. (2008). Measuring college student satisfaction: A multi-year study of the factors leading to persistence. NERA Conference Proceedings 2008. Paper 14. Retrieved from http://digitalcommons.uconn.edu/nera_2008/14
Borden, V. M. H. (1995). Segmenting student markets with a student satisfaction and priorities survey. Research in Higher Education, 36(1), 73-88.
Broucek, W.G. (2005). An examination of core self-evaluations (CSE) in an academic setting: Does CSE generalize to students? Journal of College Teaching ve Learning. 2(2), 59-62.
Brown, S.K. (2011). An exploration student success and satisfaction using the national survey of the student engagement. (Yayımlanmamış doktora tezi). Wichita State University, Kansas, USA.
Buluş, M., Duru, E. Balkıs, M. ve Duru, S.(2011). Öğrenme Stratejileri ve Bireysel Özelliklerin Akademik Başarıyı Öngörmedeki Rolü. Eğitim ve Bilim Dergisi, 36 (161), 186-198.
Crede, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3, 425-454.
Czupryn, K. (1989). Academic achievement and academic satisfaction as a function of person-environment fit. (Yayımlanmamış doktora tezi). The University of Nebraska – Lincoln, Lincoln, USA.
Day, L., Hanson, K., Maltby, J., Proctor, C., & Wood, A. M. (2010). Hope uniquely predicts objective academic achievement above intelligence, personality and previous academic achievement. Journal of Research in Personality, 44, 550-553.
Edwards, J. R. (1996). An examination of competing versions of the person-environment fit
approach to stress. Academy of Management Journal, 39, 292-339.
Elliot, K. M., & Healy M. A. (2001). Key factors influencing student satisfaction related to recruitment and retention. Journal of Marketing for Higher Education, 10, 1-11.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.
Eymur, G. ve Geban, O. (2011). Kimya öğretmen adaylarının motivasyon ve akademik başarıları arasındaki ilişkinin incelenmesi. Eğitim ve Bilim, 36 (161): 246-255.
Feldman, K. A., Smart, J. C., & Ethington, C. A. (1999). Major field and person–environment fit: Using Holland’s theory to study change and stability of college students. Journal of Higher Education, 70, 642–669.
Gilbreath, B., Kim, T.-Y., & Nichols, B. (2011). Person-environment fit and its effects on university students: A response surface methodology study. Research in Higher Education, 52, 47-62.
Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. Journal of Experimental Education, 62(1), 60-71.
Güler, B. K., ve Emeç, H. (2006). Yaşam memnuniyeti ve akademik başarıda iyimserlik etkisi. Dokuz Eylül Üniversitesi İktisadı ve İdari Bilimler Fakültesi, 21(2), 129-149.
Hagerty, B. M., Lynch-Sauer, J., Patusky, K., Bouwsema, M., & Collier, P. (1992). Sense of belonging: A vital mental health concept. Archives of Psychiatric Nursing, 6, 172–177.
Harms, P. D., Roberts, B. W., & Winter, D. G. (2006). Becoming the Harvard man: Person–environment fit, personality development, and academic success. Personality and Social Psychology Bulletin, 32, 851–865.
House, J.D. (1998 -May). The effects of entering characteristics and college experiences on student satisfaction and degree completion: An application of the Input-Environment-Outcome Assessment Model. Paper presented at the38th Annual Meeting of the Association for Institutional Research (Minneapolis, MN, May 17-20, 1998)
Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources.
Jamelske, E. (2009). Measuring the impact of a university first-year experience program on student GPA and retention. Higher Education, 57(3), 373-391.
Johnson, D. M., Wardlow, G. W., & Graham, D (2009, May). Academic engagement and satisfaction of undergraduate agricultural, food and life sciences students. Paper presented at the 2009 American Association for Agricultural Education Research Conference, Louisville, Ky., May 20-23.
Khan, R., & Khan, M. A. (2007). Level of academic satisfaction and involvement of distance education learners. The International Journal of the Humanities, 5(6), 157-162.
Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd Ed.). New York: Guilford.
Lounsbury, J. W., & DeNeui, D. (1996). Collegiate psychological sense of community in relation to size of college/university and extroversion. Journal of Community Psychology, 24, 381-394.
Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Learning, Memory, and Cognition, 36(1), 255–262.
Mattern, K. D., Shaw, E.J., & Kobrin, J. L.(2010). Academic fit: Is the school the best school or is the best school the right school? Journal of Advanced Academics, 21, 368-391.
McMillan, David W., & Chavis, David M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14, 6-23.
Murphy, S. C. (2010). The first year student Experience: Examining student satisfaction and the use of learning communities in the first year of the college. (Yayımlanmamış doktora tezi). University of Minnesota, Minnesota, USA.
Onyeizugbo, E. U., (2010). Self-Efficacy and Test Anxiety as Correlates of Academic Performance. Journal of Educational Research, 1 (10), 477-48.
Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70, 323-367.
Pervin, L. A. (1968). Performance and satisfaction as a function of individual-environment fit.
Psychol. Bull. 69:56-68, 1968.
Phan, H.P. (2013). Antecedents and consequences of school belonging: Empirical evidence and implications for practices. Journal of Educational and Developmental Psychology, 3(2), 117-132.
Pike, G.R. (1994). “The Relationship between alumni satisfaction and work experiences, Research on Higher Education, 35 (1), 105-123.
Pittman, L. D., & Richmond, A. (2008). University belonging and friendship quality during the transition to college: Links to self-perceptions and psychological symptoms. Journal of Experimental Education, 76, 343-361.
Pittman, L. D., & Richmond, A. (2007). Academic and psychological functioning in late adolescence: The importance of school belonging. The Journal of Experimental Education, 75, 270-290.
Poirot, J. L. (1992). Person-environment interaction effects of student-faculty congruence on academic satisfaction and achievement of students. (Yayımlanmamış Doktora Tezi) Washington State University, Washington, USA.
Porter, S. R., & Umbach, P.D. (2006). College major choice: An analysis of person-environment fit. Research in Higher Education, 47, 429-449.
Puccio, G. J., Talbot, R., & Joniak, A. J. (1993). Person-environment fit: Using commensurate scales to predict student stress. British Journal of Educational Psychology, 63, 457-468.
Richardson, John T.E., & Long, G.L.(2010). Academic engagement and perceptions of quality in distance education. The Journal of Open, Distance and e-Learning, 18(3), 223-244.
Schmitt, N., Oswald, F. L., Friede, A., Imus, A., & Merritt, S. (2008). Perceived fit with an academic environment: Attitudinal and behavioral outcomes. Journal of Vocational Behavior, 72, 317-335.
Smart, J. C., Feldman, K. A., & Ethington, C. A. (2000). Academic disciplines: Holland’s theory and the study of college students and faculty. Nashville, TN: Vanderbilt University Press.
Solomon, D., Watson, M., Battistich, V., Schaps, E., & Delucchi, K. (1996). Creating classrooms that students experience as communities. American Journal of Community Psychology, 24(6), 719-748.
Svanum, S., & Aigner, C. (2011). The influences of course effort, mastery and performance goals, grade expectancies, and earned course grades on student ratings of course satisfaction. British Journal of Educational Psychology, 81, 667-679.
Tektaş, M., ve Tektaş, N., (2010). Meslek yüksekokulu öğrencilerinin zaman yönetimi ve akademik başarıları arasındaki ilişki. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 23, 221-229.
Tracey, Terence J.G., & Robbins, S. B. (2006). The interest-major congruence and college success relation: A Longitudinal study; Journal of Vocational Behavior, 69, 64-89.
Tuzgöl Dost, M. (2010). Güney Afrika ve Türkiye’deki üniversite öğrencilerinin bazı değişkenlere göre öznel iyi oluş ve yaşam doyumlarının incelenmesi. Eğitim ve Bilim, 35, (158), 75-89.
Yıldırım, İ., Gençtanırım, D., Yalçın, İ., ve Baydan, Y. (2008). Academic achievement, perfectionism and social support as predictors of test anxiety. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 287-296.
Wessel, J. L., Ryan, A. M., and Oswald, F. O. (2008). The relationship between objective and perceived fit with an academic major, adaptability, and major-related outcomes. Journal of Vocational Behavior, 72, 363-376.
Westerman, J. W., Nowicki, M. D., & Plante, D. (2002). Fit in the classroom: predictors of student performance and satisfaction in management education. Journal of Management Education, 26, 1, 5-18.
Witt, Philip H., & Handal, Paul J. (1984). Person–environment fit: Is satisfaction predicted by congruency, environment, or personality? Journal of College Student Personnel, 25(6), 503-508.

Birey-Çevre Uyumu, Aidiyet Duygusu, Akademik Doyum ve Akademik Başarı Arasındaki İlişkilerin Analizi

Yıl 2015, Cilt: 16 Sayı: 1, 122 - 141, 24.07.2015

Erdinc Duru , Murat Balkıs

https://doi.org/10.12984/eed.42566

Cited By: 12

Öz

Bu çalışmada, birey-çevre uyumu, üniversiteye aidiyet duygusu, akademik doyum ve akademik başarı değişkenleri arasındaki doğrudan ve dolaylı ilişkiler yapısal eşitlik modeli çerçevesinde incelenmiştir. Çalışmaya Pamukkale Üniversitesi Eğitim Fakültesinde farklı alanlarda öğrenim gören, yaşları 19 ile 32 arasında değişen 300 öğrenci katılmıştır. Araştırmada veri toplama aracı olarak, Akademik Uyum Ölçeği, Akademik İçsel İlgi Ölçeği, Üniversiteye Aidiyet Ölçeği, Akademik Doyum Ölçeği ve kişisel bilgi formu kullanılmıştır. Analiz sonuçlarına göre, aidiyet duygusu, birey-çevre uyumu ve akademik doyum ilişkisinde kısmi aracılık rolü üstlenmektedir. Analiz sonuçları ayrıca, akademik doyumun; birey-çevre uyumu ve akademik başarı, üniversiteye aidiyet duygusu ve akademik başarı ilişkisinde tam aracılık rolü üstlendiğini göstermiştir. Araştırmada elde edilen bulgular, eğitim yöneticileri, eğitimciler ve psikolojik danışmanlar açısından ele alınıp tartışılmıştır.

Anahtar Kelimeler

Birey-çevre uyumu, aidiyet duygusu, akademik doyum ve akademik başarı

Kaynakça

Aitken, N. D. (1982). College student performance, satisfaction, and retention: Specification and estimation of a structural model. Journal of Higher Education, 53, 32–50.
Al Khatib, S. A. (2007). Congruence of Hollands’s theory of vocational and work environments with GPA of college students in the United Arab Emirates. Psychological Reports, 100(3 PT2), 1189-1200.
Anderson, C. M. (2010). Linking perceptions of school belonging to academic motivation and academic achievement amongst student athletes: A comparative study between High-Revenue Student Athletes and Non-Revenue Student Athletes. (Yayımlanmamış doktora tezi). University of California, California, USA. Retrieved from http://escholarship.org/uc/item/8nt3g57h#page-1
Arbuckle J. (2006). Amos 7.0 User’s Guide. Amos Development Corporation: Spring House, PA.
Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-529.
Balkıs, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: The mediation role of rational beliefs about studying. Journal Cognitive and Behavioral Psychotherapies. 13(1), 57-74.
Balkıs, M. (2011). Academic efficacy as a mediator and moderator variable in the relationship between academic procrastination and academic achievement. Eğitim Araştırmaları Dergisi, 45, 1-16.
Balkıs, M., Duru, E., Buluş, M. ve Duru, S. (2011). Tükenmişliğin öğretmen adayları arasındaki yaygınlığı, demografik değişkenler ve akademik başarı ile ilişkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29, 151-165.
Balkıs, M. ve Duru, E. (2010). Akademik erteleme akademik başarı ilişkisinde genel ve performans benlik saygısının rolü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27, 159-170.
Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4(1), 1–44.
Baumeister, R. F. & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529.
Bean, J.P., & Bradley, R. K. (1986). Untangling the satisfaction performance relationship for college students. Journal of Higher Education, 57(4), 393-412.
Billups, Felice, D. (2008). Measuring college student satisfaction: A multi-year study of the factors leading to persistence. NERA Conference Proceedings 2008. Paper 14. Retrieved from http://digitalcommons.uconn.edu/nera_2008/14
Borden, V. M. H. (1995). Segmenting student markets with a student satisfaction and priorities survey. Research in Higher Education, 36(1), 73-88.
Broucek, W.G. (2005). An examination of core self-evaluations (CSE) in an academic setting: Does CSE generalize to students? Journal of College Teaching ve Learning. 2(2), 59-62.
Brown, S.K. (2011). An exploration student success and satisfaction using the national survey of the student engagement. (Yayımlanmamış doktora tezi). Wichita State University, Kansas, USA.
Buluş, M., Duru, E. Balkıs, M. ve Duru, S.(2011). Öğrenme Stratejileri ve Bireysel Özelliklerin Akademik Başarıyı Öngörmedeki Rolü. Eğitim ve Bilim Dergisi, 36 (161), 186-198.
Crede, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3, 425-454.
Czupryn, K. (1989). Academic achievement and academic satisfaction as a function of person-environment fit. (Yayımlanmamış doktora tezi). The University of Nebraska – Lincoln, Lincoln, USA.
Day, L., Hanson, K., Maltby, J., Proctor, C., & Wood, A. M. (2010). Hope uniquely predicts objective academic achievement above intelligence, personality and previous academic achievement. Journal of Research in Personality, 44, 550-553.
Edwards, J. R. (1996). An examination of competing versions of the person-environment fit
approach to stress. Academy of Management Journal, 39, 292-339.
Elliot, K. M., & Healy M. A. (2001). Key factors influencing student satisfaction related to recruitment and retention. Journal of Marketing for Higher Education, 10, 1-11.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.
Eymur, G. ve Geban, O. (2011). Kimya öğretmen adaylarının motivasyon ve akademik başarıları arasındaki ilişkinin incelenmesi. Eğitim ve Bilim, 36 (161): 246-255.
Feldman, K. A., Smart, J. C., & Ethington, C. A. (1999). Major field and person–environment fit: Using Holland’s theory to study change and stability of college students. Journal of Higher Education, 70, 642–669.
Gilbreath, B., Kim, T.-Y., & Nichols, B. (2011). Person-environment fit and its effects on university students: A response surface methodology study. Research in Higher Education, 52, 47-62.
Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. Journal of Experimental Education, 62(1), 60-71.
Güler, B. K., ve Emeç, H. (2006). Yaşam memnuniyeti ve akademik başarıda iyimserlik etkisi. Dokuz Eylül Üniversitesi İktisadı ve İdari Bilimler Fakültesi, 21(2), 129-149.
Hagerty, B. M., Lynch-Sauer, J., Patusky, K., Bouwsema, M., & Collier, P. (1992). Sense of belonging: A vital mental health concept. Archives of Psychiatric Nursing, 6, 172–177.
Harms, P. D., Roberts, B. W., & Winter, D. G. (2006). Becoming the Harvard man: Person–environment fit, personality development, and academic success. Personality and Social Psychology Bulletin, 32, 851–865.
House, J.D. (1998 -May). The effects of entering characteristics and college experiences on student satisfaction and degree completion: An application of the Input-Environment-Outcome Assessment Model. Paper presented at the38th Annual Meeting of the Association for Institutional Research (Minneapolis, MN, May 17-20, 1998)
Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Odessa, FL: Psychological Assessment Resources.
Jamelske, E. (2009). Measuring the impact of a university first-year experience program on student GPA and retention. Higher Education, 57(3), 373-391.
Johnson, D. M., Wardlow, G. W., & Graham, D (2009, May). Academic engagement and satisfaction of undergraduate agricultural, food and life sciences students. Paper presented at the 2009 American Association for Agricultural Education Research Conference, Louisville, Ky., May 20-23.
Khan, R., & Khan, M. A. (2007). Level of academic satisfaction and involvement of distance education learners. The International Journal of the Humanities, 5(6), 157-162.
Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd Ed.). New York: Guilford.
Lounsbury, J. W., & DeNeui, D. (1996). Collegiate psychological sense of community in relation to size of college/university and extroversion. Journal of Community Psychology, 24, 381-394.
Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Learning, Memory, and Cognition, 36(1), 255–262.
Mattern, K. D., Shaw, E.J., & Kobrin, J. L.(2010). Academic fit: Is the school the best school or is the best school the right school? Journal of Advanced Academics, 21, 368-391.
McMillan, David W., & Chavis, David M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14, 6-23.
Murphy, S. C. (2010). The first year student Experience: Examining student satisfaction and the use of learning communities in the first year of the college. (Yayımlanmamış doktora tezi). University of Minnesota, Minnesota, USA.
Onyeizugbo, E. U., (2010). Self-Efficacy and Test Anxiety as Correlates of Academic Performance. Journal of Educational Research, 1 (10), 477-48.
Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70, 323-367.
Pervin, L. A. (1968). Performance and satisfaction as a function of individual-environment fit.
Psychol. Bull. 69:56-68, 1968.
Phan, H.P. (2013). Antecedents and consequences of school belonging: Empirical evidence and implications for practices. Journal of Educational and Developmental Psychology, 3(2), 117-132.
Pike, G.R. (1994). “The Relationship between alumni satisfaction and work experiences, Research on Higher Education, 35 (1), 105-123.
Pittman, L. D., & Richmond, A. (2008). University belonging and friendship quality during the transition to college: Links to self-perceptions and psychological symptoms. Journal of Experimental Education, 76, 343-361.
Pittman, L. D., & Richmond, A. (2007). Academic and psychological functioning in late adolescence: The importance of school belonging. The Journal of Experimental Education, 75, 270-290.
Poirot, J. L. (1992). Person-environment interaction effects of student-faculty congruence on academic satisfaction and achievement of students. (Yayımlanmamış Doktora Tezi) Washington State University, Washington, USA.
Porter, S. R., & Umbach, P.D. (2006). College major choice: An analysis of person-environment fit. Research in Higher Education, 47, 429-449.
Puccio, G. J., Talbot, R., & Joniak, A. J. (1993). Person-environment fit: Using commensurate scales to predict student stress. British Journal of Educational Psychology, 63, 457-468.
Richardson, John T.E., & Long, G.L.(2010). Academic engagement and perceptions of quality in distance education. The Journal of Open, Distance and e-Learning, 18(3), 223-244.
Schmitt, N., Oswald, F. L., Friede, A., Imus, A., & Merritt, S. (2008). Perceived fit with an academic environment: Attitudinal and behavioral outcomes. Journal of Vocational Behavior, 72, 317-335.
Smart, J. C., Feldman, K. A., & Ethington, C. A. (2000). Academic disciplines: Holland’s theory and the study of college students and faculty. Nashville, TN: Vanderbilt University Press.
Solomon, D., Watson, M., Battistich, V., Schaps, E., & Delucchi, K. (1996). Creating classrooms that students experience as communities. American Journal of Community Psychology, 24(6), 719-748.
Svanum, S., & Aigner, C. (2011). The influences of course effort, mastery and performance goals, grade expectancies, and earned course grades on student ratings of course satisfaction. British Journal of Educational Psychology, 81, 667-679.
Tektaş, M., ve Tektaş, N., (2010). Meslek yüksekokulu öğrencilerinin zaman yönetimi ve akademik başarıları arasındaki ilişki. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 23, 221-229.
Tracey, Terence J.G., & Robbins, S. B. (2006). The interest-major congruence and college success relation: A Longitudinal study; Journal of Vocational Behavior, 69, 64-89.
Tuzgöl Dost, M. (2010). Güney Afrika ve Türkiye’deki üniversite öğrencilerinin bazı değişkenlere göre öznel iyi oluş ve yaşam doyumlarının incelenmesi. Eğitim ve Bilim, 35, (158), 75-89.
Yıldırım, İ., Gençtanırım, D., Yalçın, İ., ve Baydan, Y. (2008). Academic achievement, perfectionism and social support as predictors of test anxiety. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 287-296.
Wessel, J. L., Ryan, A. M., and Oswald, F. O. (2008). The relationship between objective and perceived fit with an academic major, adaptability, and major-related outcomes. Journal of Vocational Behavior, 72, 363-376.
Westerman, J. W., Nowicki, M. D., & Plante, D. (2002). Fit in the classroom: predictors of student performance and satisfaction in management education. Journal of Management Education, 26, 1, 5-18.
Witt, Philip H., & Handal, Paul J. (1984). Person–environment fit: Is satisfaction predicted by congruency, environment, or personality? Journal of College Student Personnel, 25(6), 503-508.

Toplam 65 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Bölüm	Makaleler
Yazarlar	Erdinc Duru Murat Balkıs
Yayımlanma Tarihi	24 Temmuz 2015
Yayımlandığı Sayı	Yıl 2015 Cilt: 16 Sayı: 1

Kaynak Göster

APA	Duru, E., & Balkıs, M. (2015). Birey-Çevre Uyumu, Aidiyet Duygusu, Akademik Doyum ve Akademik Başarı Arasındaki İlişkilerin Analizi. Ege Eğitim Dergisi, 16(1), 122-141. https://doi.org/10.12984/eed.42566