ÖĞRENCİLERİN İNGİLİZCE ÖZ YETERLİK İNANÇLARININ ALGILANAN ÖZERKLİK DESTEĞİ AÇISINDAN İNCELENMESİ

Sedat KANADLI, (Mersin Üniversitesi, Eğitim Fakültesi, Mersin, Türkiye)
Birsen BAĞÇECİ (Gaziantep Üniversitesi, Eğitim Fakültesi, Gaziantep, Türkiye)
Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
14 2
Yıl: 2015 Cilt: 12 Sayı: 30 Sayfa Aralığı: 98 - 112 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

ÖĞRENCİLERİN İNGİLİZCE ÖZ YETERLİK İNANÇLARININ ALGILANAN ÖZERKLİK DESTEĞİ AÇISINDAN İNCELENMESİ

Öz:
Bu çalışmanın amacı öğrencilerin İngilizce okuma-yazma, dinleme-konuşmaya ilişkin öz yeterlik inançlarının, algıladıkları özerklik desteği ile nasıl bir ilişkisi olduğu ve özerklik desteğinin düzeylerine göre anlamlı bir farklılık gösterip göstermediğini belirlemektir. Bu araştırma ilişkisel tarama modelinde bir çalışmadır. Çalışma grubunu 2012-2013 eğitim-öğretim yılında Gaziantep Üniversitesi Yabancı Diller Meslek Yüksek Okulunda öğrenim gören 414 öğrenci (198 kız, 216 erkek) oluşturmaktadır. Verilerin toplanmasında İngilizce İle İlgili Öz Yeterlik İnancı Ölçeği ve Öğrenme İklimi Ölçeği kullanılmıştır. Toplanan verilerin normal dağılım özellikleri göstermemesinden dolayı veri analizinde parametrik olmayan testlerden Spearman Brown Sıra Farkları Korelasyon testi ile Kruskal Wallis testi kullanılmıştır. Korelasyon testi sonucu öğrencilerin dinleme-konuşma (r= 0.26, p<0.01) ve okuma-yazma (r=0.31, p<0.01) öz yeterlikleri ile algıladıkları özerklik desteği arasında pozitif yönlü ve anlamlı bir ilişki belirleniştir. Kruskal Walis testi sonucunda öğrencilerin İngilizce öz yeterliklerinin özerklik desteğinin seviyelerine göre anlamlı faklılık gösterdiği saptanmıştır. İngilizce dersinde öğretmenlerin sağlayacağı özerklik desteğinin öğrencilerin İngilizce öz yeterlik inançlarının geliştirilmesinde önemli bir değişken olabileceği sonucuna varılmıştır
Anahtar Kelime:

AN INVESTIGATION OF STUDENTS' ENGLISH SELF EFFICACY BELIEFS IN TERMS OF PERCEIVED AUTONOMY SUPPORT

Öz:
The purpose of this study is to investigate the relationship between students' English readingwriting, speaking-listening skills, self-efficacy beliefs and perceived autonomy support and to investigate whether there is a meaningful difference between their self-efficacy beliefs based on the levels of perceived autonomy support. The survey research design was used in this study. The study group consisted of 414 freshmen students (198 female and 216 male) who study at the School of Languages at Gaziantep University at the term of 2012-2013 academic year. English Self-Efficacy Beliefs Questionnaire and Learning Climate Questionnaire were used to gather the data. Because the collected data was not normally distributed, Spearman Brown Rank-Order Correlation Test and Kruskal-Wallis H Test were employed to analyze it. As a result of analysis, it was found that there was a significant and positive relationship between students' English listening-speaking (r= 0.26, p<0.01) and reading-writing (r=0.31, p<0.01) self-efficacy beliefs and perceived autonomy support, and there was a meaningful difference between students' self efficacy beliefs based on the levels of perceived autonomy support. It was concluded that the autonomy support that the teachers would provide could be an important variable in developing students' English self efficacy beliefs
Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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APA KANADLI S, BAĞÇECİ B (2015). ÖĞRENCİLERİN İNGİLİZCE ÖZ YETERLİK İNANÇLARININ ALGILANAN ÖZERKLİK DESTEĞİ AÇISINDAN İNCELENMESİ. , 98 - 112.
Chicago KANADLI Sedat,BAĞÇECİ Birsen ÖĞRENCİLERİN İNGİLİZCE ÖZ YETERLİK İNANÇLARININ ALGILANAN ÖZERKLİK DESTEĞİ AÇISINDAN İNCELENMESİ. (2015): 98 - 112.
MLA KANADLI Sedat,BAĞÇECİ Birsen ÖĞRENCİLERİN İNGİLİZCE ÖZ YETERLİK İNANÇLARININ ALGILANAN ÖZERKLİK DESTEĞİ AÇISINDAN İNCELENMESİ. , 2015, ss.98 - 112.
AMA KANADLI S,BAĞÇECİ B ÖĞRENCİLERİN İNGİLİZCE ÖZ YETERLİK İNANÇLARININ ALGILANAN ÖZERKLİK DESTEĞİ AÇISINDAN İNCELENMESİ. . 2015; 98 - 112.
Vancouver KANADLI S,BAĞÇECİ B ÖĞRENCİLERİN İNGİLİZCE ÖZ YETERLİK İNANÇLARININ ALGILANAN ÖZERKLİK DESTEĞİ AÇISINDAN İNCELENMESİ. . 2015; 98 - 112.
IEEE KANADLI S,BAĞÇECİ B "ÖĞRENCİLERİN İNGİLİZCE ÖZ YETERLİK İNANÇLARININ ALGILANAN ÖZERKLİK DESTEĞİ AÇISINDAN İNCELENMESİ." , ss.98 - 112, 2015.
ISNAD KANADLI, Sedat - BAĞÇECİ, Birsen. "ÖĞRENCİLERİN İNGİLİZCE ÖZ YETERLİK İNANÇLARININ ALGILANAN ÖZERKLİK DESTEĞİ AÇISINDAN İNCELENMESİ". (2015), 98-112.
APA KANADLI S, BAĞÇECİ B (2015). ÖĞRENCİLERİN İNGİLİZCE ÖZ YETERLİK İNANÇLARININ ALGILANAN ÖZERKLİK DESTEĞİ AÇISINDAN İNCELENMESİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(30), 98 - 112.
Chicago KANADLI Sedat,BAĞÇECİ Birsen ÖĞRENCİLERİN İNGİLİZCE ÖZ YETERLİK İNANÇLARININ ALGILANAN ÖZERKLİK DESTEĞİ AÇISINDAN İNCELENMESİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12, no.30 (2015): 98 - 112.
MLA KANADLI Sedat,BAĞÇECİ Birsen ÖĞRENCİLERİN İNGİLİZCE ÖZ YETERLİK İNANÇLARININ ALGILANAN ÖZERKLİK DESTEĞİ AÇISINDAN İNCELENMESİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol.12, no.30, 2015, ss.98 - 112.
AMA KANADLI S,BAĞÇECİ B ÖĞRENCİLERİN İNGİLİZCE ÖZ YETERLİK İNANÇLARININ ALGILANAN ÖZERKLİK DESTEĞİ AÇISINDAN İNCELENMESİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2015; 12(30): 98 - 112.
Vancouver KANADLI S,BAĞÇECİ B ÖĞRENCİLERİN İNGİLİZCE ÖZ YETERLİK İNANÇLARININ ALGILANAN ÖZERKLİK DESTEĞİ AÇISINDAN İNCELENMESİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2015; 12(30): 98 - 112.
IEEE KANADLI S,BAĞÇECİ B "ÖĞRENCİLERİN İNGİLİZCE ÖZ YETERLİK İNANÇLARININ ALGILANAN ÖZERKLİK DESTEĞİ AÇISINDAN İNCELENMESİ." Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12, ss.98 - 112, 2015.
ISNAD KANADLI, Sedat - BAĞÇECİ, Birsen. "ÖĞRENCİLERİN İNGİLİZCE ÖZ YETERLİK İNANÇLARININ ALGILANAN ÖZERKLİK DESTEĞİ AÇISINDAN İNCELENMESİ". Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12/30 (2015), 98-112.
Sayfa Oluşturulma Tarihi
22-04-2024 22:57

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