Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students

Bülent AĞBUCA (Pamukkale Üniversitesi, Spor Bilimleri ve Teknolojisi Yüksek Okulu, Denizli, Türkiye)
Eğitim ve Bilim
3 1
Yıl: 2011 Cilt: 36 Sayı: 160 Sayfa Aralığı: 24 - 37 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students

Öz:
Bu çalışmanın amacı, ilköğretim okulu erkek ve kız öğrencilerinin “beklenti inançları”, “öznel görev değerleri” ve “sınıf-içi rahatsız edici davranışları” arasındaki ilişkileri incelemektir. Araştırma, ilköğretim 3., 4., 5. ve 6. sınıflara devam eden 131 öğrenci (56 erkek ve 75 kız) ile yapılmış ve “beklenti inançları”, “öznel görev değerleri” ve “sınıf-içi rahatsız edici davranışları” değerlendiren anketleri tamamlandırılmıştır.Bu çalışmanın sonunda erkek ve kız öğrenciler açısından bu değişkenlerde bir farklılık görülmemiştir. Her iki cinsiyet için “başarı seçimi beklenti değeri” ve “sınıf-içi rahatsız edici davranışlar” arasındaki ilişkinin istatistik olarak önemi bulunmamasına rağmen,bu ilişkinin negatif bir ilişki olduğu tespit edilmiştir. Bu çalışma ilköğretim okulu erkek ve kız öğrencilerinin “beklenti inançları”, “öznel görev değerleri” ve “sınıf-içi rahatsız edici davranışları” arasındaki ilişkiyi inceleyen ilk çalışma olduğu için gelecekte bu konu üzerinde aynı ya da farklı eğitim ortamlarında araştırmaların tekrar edilmesi gerekmektedir. Sonuç olarak, bu çalışma,“beklenti inançları” ve “öznel görev değerlerinin” öğrencilerin derslere katılımlarını etkileyen önemli belirleyiciler olduğunu belirtmektedir.
Anahtar Kelime: öznel görev değerleri beklenti inaçları istenmeyen öğrenci davranışları

Konular: Eğitim, Eğitim Araştırmaları

İlköğretim öğrencilerinin başarı seçimi beklenti değeri modeli ve sınıf-içi rahatsız edici davranışlar

Öz:
The purpose of this study is to examine the relationships among elementary school level boys and girls’ expectancy beliefs, subjective task values, and their disruptive behaviors in a physical education program. One hundred and thirty one students (56 boys and 75 girls) in grades 3, 4, 5, and 6 completed questionnaires assessing their expectancy beliefs, subjective task values and self-reported disruptive behaviors. The result of this research revealed no gender differences for these variables. Results also indicated that there were no significant relationships between expectancy-value of achievement choice and students’ disruptive behaviors for both gender. Because this study represents the first attempt to examine the relationships among expectancy beliefs, task values and student self-reported disruptive behaviors in a physical education/activity setting, more research is needed to confirm or refute this finding.
Anahtar Kelime: subjective task values expectancy beliefs student misbehaviors

Konular: Eğitim, Eğitim Araştırmaları
Belge Türü: Makale Makale Türü: Diğer Erişim Türü: Erişime Açık
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APA AĞBUCA B (2011). Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students. , 24 - 37.
Chicago AĞBUCA Bülent Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students. (2011): 24 - 37.
MLA AĞBUCA Bülent Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students. , 2011, ss.24 - 37.
AMA AĞBUCA B Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students. . 2011; 24 - 37.
Vancouver AĞBUCA B Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students. . 2011; 24 - 37.
IEEE AĞBUCA B "Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students." , ss.24 - 37, 2011.
ISNAD AĞBUCA, Bülent. "Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students". (2011), 24-37.
APA AĞBUCA B (2011). Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students. Eğitim ve Bilim, 36(160), 24 - 37.
Chicago AĞBUCA Bülent Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students. Eğitim ve Bilim 36, no.160 (2011): 24 - 37.
MLA AĞBUCA Bülent Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students. Eğitim ve Bilim, vol.36, no.160, 2011, ss.24 - 37.
AMA AĞBUCA B Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students. Eğitim ve Bilim. 2011; 36(160): 24 - 37.
Vancouver AĞBUCA B Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students. Eğitim ve Bilim. 2011; 36(160): 24 - 37.
IEEE AĞBUCA B "Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students." Eğitim ve Bilim, 36, ss.24 - 37, 2011.
ISNAD AĞBUCA, Bülent. "Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students". Eğitim ve Bilim 36/160 (2011), 24-37.
Sayfa Oluşturulma Tarihi
22-04-2024 16:28

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