BibTex RIS Kaynak Göster

Başarıda Anahtar Kelime: Öz-yeterlik

Yıl 2013, Cilt: 26 Sayı: 1, 185 - 210, 01.04.2013

Öz

A great deal of scientific research conducted around the world for more than 40 years has shown that the concept of self-efficacy is one of the most powerful factors influencing students’ academic performance. In Turkey, research related to self-efficacy has been increased in recent years but the studies conducted on this concept have primarily involved higher education level. The literature regarding self-efficacy as well as research, guidance and suggestions for improving students’ self-efficacy in learning environments are rather limited. The purpose of the current study was to construct a scientific background related to the concept of self-efficacy and to provide suggestions for improving students’ self-efficacy in learning environments. Literature review method was used for this investigation. The sections cover the development and the importance of self-efficacy concept, the factors associated with self-efficacy, the sources of self-efficacy and the theoretical and the empirical research on academic self-efficacy in learning environments. Further, based on the related research, suggestions were provided for improving students’ academic self-efficacy beliefs in educational environments

Kaynakça

  • Akbulut, E. 2006. Müzik öğretmeni adaylarının mesleklerine ilişkin öz yeterlik inançları. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 3, 24-33.
  • Alivernini, F., and Lucidi, F. 2011. Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The Journal of Educational Research, 104, 241-252.
  • Arslan, A. 2012. Predictive power of the sources of primary school students’ self-efficacy beliefs on their self-efficacy beliefs for learning and performance. Educational Sciences: Theory and Practice, 12, 1915-1920.
  • Aşkar, P. ve Umay, A. 2001. İlköğretim matematik öğretmenliği öğrencilerinin bilgisayarla ilgili öz-yeterlik algısı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 1-8.
  • Bandura, A. 1977. Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84, 191-215.
  • Bandura, A. 1986. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. 1991. Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248-287.
  • Bandura, A. 1993. Perceived self-efficacy in cognitive development and functioning. Educational Psychologists, 28, 117-148.
  • Bandura, A. 1997. Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
  • Bandura, A. 2006. Guide for constructing self-efficacy scales. In F. Pajares ve T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp.307-337). Greenwich, CT: Information Age Publishing. http://www.uky.edu/~eushe2/Pajares/self-efficacy.html 06.12.2012 tarihinde erişilmiştir. adresinden
  • Bandura, A., Barbaranelli, C., Caprara, G. V., and Pastorelli, C. 1996. Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206-1222.
  • Berkant, H. G. ve Ekici, G. 2007. Sınıf öğretmeni adaylarının fen öğretiminde öğretmen öz yeterlik inanç düzeyleri ile zeka türleri arasındaki ilişkinin değerlendirilmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16, 113-132.
  • Boekaerts, M. 1997. Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7, 161-186.
  • Boggiano, A. K., Main, D. S., and Katz, P. A. (1988). Children’s preference for challenge: The role of perceived competence and control. Journal of Personality and Social Psychology, 54, 134-141.
  • Bong, M. August, 2012. Toward conceptual clarity, empirical distinctiveness, and substantive significance of motivational constructs. Keynote speech presented at the International Conference on Motivation, Frankfurt, Germany.
  • Bong, M., and Skaalvik, E. M. 2003. Academic self-concept and self- efficacy: How different are they really? Educational Psychology Review, 15, 1-40.
  • Bouffard-Bouchard, T. 1989. Influence of self-efficacy on performance in a cognitive task. Journal of Social Psychology, 130, 353-363.
  • Britner, S. L., and Pajares, F. 2006. Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43, 485-499.
  • Brophy, J. 1983. Conceptualizing student motivation. Educational Psychologist, 18, 200-215.
  • Dweck, C. S., and Elliot, E. S. 1983. Achievement motivation. In P. H. Mussen (Ed.). Carmichael’s manual of child psychology (vol. 4, pp. 643-691). New York: Wiley.
  • Eccles, J. S., Lord, S., and Buchanan, C. M. 1996. School transitions in early adolescence: what are we doing to our young people? In J. A. Graber, J. Brooks-Gunn, and A. C. Petersen (Eds.), Transitions through adolescence (pp. 251-284). Westwood, NJ: Lawrence Erlbaum.
  • Ferla, J., Valcke, M., and Cai, Y. 2009. Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19, 499-505.
  • Gaskill, P. J., and Woolfolk-Hoy, A. 2002. Self-efficacy and self-regulated learning: The dynamic duo in school performance. In J. Aronson and D. Cordova (Eds.), Improving education: Classic and contemporary lessons from psychology (pp.183-206). New York: Academic Press.
  • Gerçek, C., Yılmaz, M., Köseoğlu, P. ve Soran, H. 2006. Biyoloji eğitimi öğretmen adaylarının öğretiminde öz-yeterlik inançları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 39, 57-73.
  • Gutman, L. M., and Sulzby, E. 2000. The role of autonomy-support versus control in the emergent writing behaviors of African-American kindergarten children. Reading Research and Instruction, 39, 170- 184.
  • Güngören, S. 2009. The effect of grade level on elementary school students’motivational beliefs in science. Yayımlanmamış yüksek lisans tezi, Ortadoğu Teknik Üniversitesi, Ankara.
  • Huang, C. 2013. Gender differences in academic self-efficacy: a meta- analysis. European Journal of Psychology of Education, 28, 1-35.
  • Joët, G., Usher, E. L., and Bressoux, P. 2011. Sources of self-efficacy: An investigation of elementary school students in France. Journal of Educational Psychology, 103, 649-663.
  • Karaarslan, G. ve Sungur, S. 2011. Elementary students’ self-efficacy beliefs in science: Role of grade level, gender, and socio-economic status. Science Education International, 22, 72-79.
  • Karsenti, T. P., and Thibert, G. April, 1998. The interaction between teaching practices and the change in motivation of elementary- school children. Paper presented at the Annual Conference of the American Educational Research Association, San Diego: California.
  • Kurbanoğlu, N. I. ve Takunyacı, M. 2012. Relationship between anxiety, attitude and self-efficacy beliefs of high schools students towards mathematics course. International Journal of Human Sciences, 9, 110-130.
  • Linenbrink, E. A., and Pintrich, P. R. 2002. Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37, 69-78.
  • Linenbrink, E. A., and Pintrich, P. R. 2003. The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading and Writing Quarterly, 19, 119-137.
  • Lorsbach, A. W., and Jinks, J. L. 1999. Self-efficacy theory and learning environment research. Learning Environments Research, 2, 157-167.
  • Margolis, H., and Mccabe, P. P. 2004. Self efficacy: A key to improving the motivation of struggling learners. The Clearing House, 77, 241-249.
  • Maslow, A. H. 1954. Motivation and Personality. New York, NY: Harper and Row.
  • McCombs, L. B. 2001. Self-regulated learning and academic achievement: A phenomenological view. In B.J. Zimmerman and H.S. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.) (pp. 67-123). Manwah, NJ: Lawrence Erlbaum.
  • McMahon, S. D., Wernsman, J., and Rose, D. S. 2009. The relation of classroom environment and school belonging to academic self- efficacy among urban fourth-and fifth-grade students. The Elementary School Journal, 109, 267-281.
  • McTigue, E., and Liew, J. 2011. Building academic self-efficacy in middle grades language arts classrooms. The Clearing House, 84, 114-118.
  • Morgil, İ., Seçken, N. ve Yücel, A. S. 2004. Kimya öğretmen adaylarının öz- yeterlik inançlarının bazı değişkenler açısından incelenmesi. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 6, 62-72.
  • Multon, K. D., Brown, S. D., and Lent, R. W. 1991. Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30-38.
  • Özyürek, R. 2005. Informative sources of math-related self-efficacy expectations and their relationship with math-related self-efficacy, interest, and preference. International Journal of Psychology, 40, 145-156.
  • Pajares, F. 2003. Self-efficacy beliefs, motivation, and achievement in writing: A review of literature. Reading and Writing Quarterly, 19, 139-158.
  • Pajares, F., and Miller, M. D. 1994. Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86, 193-203.
  • Pajares, F., and Valiante, G. 2001. Influence of self-efficacy on elementary students’ writing. Journal of Educational Research, 90, 353-360.
  • Pajares, F., Johnson, M. J., and Usher, E. L. 2007. Sources of writing self- efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English, 42, 104-120.
  • Phan, H. P. 2012. Relations between informational sources, self-efficacy and academic achievement: A developmental approach. Educational Psychology, 32, 81-105.
  • Pintrich, P. R., and Schunk, D.H. 2002. Motivation in education: Theory, research and application. (2nd ed.) Prentice-Hall, Inc., New Jersey.
  • Pintrich, P. R., Roeser, R. W., and De Groot, E. A. M. 1994. Classroom and individual differences in early adolescents’ motivation and self- regulated learning. Journal of Early Adolescence, 14, 139-161.
  • Räty, H., and Kärkkäinen, R. 2011. Are parents’ academic gender stereotypes and changes in them related to their perceptions of their child’s mathematical competence?. Educational Studies, 37, 371- 374.
  • Reeve, J., Bolt, E., and Cai, Y. 1999. Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537-548.
  • Roeser, R. W., Midgley, C., and Urdan, T. C. 1996. Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408–422.
  • Ryan R. M., and Deci, E. L. 2000. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
  • Sakiz, G., Pape, S. J., and Woolfolk-Hoy, A. 2012. Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50, 235-255.
  • Schunk, D. H. 1984. Self-efficacy perspective on achievement behavior. Educational Psychologists, 19, 48-58.
  • Schunk, D. H. 1985. Self-efficacy and classroom learning. Psychology in the Schools, 22, 208-223.
  • Schunk, D. H. 1989a. Self-efficacy and cognitive skill learning. In C. Ames and R. Ames (Ed.), Research on motivation in education: Goals and cognitions (vol. 3, pp. 13-44). San Francisco, CA: Academic Press.
  • Schunk, D. H. 1989b. Self-efficacy and academic behaviors. Educational Psychology Review, 1, 173-207.
  • Schunk, D. H. 1990. Goal setting and self-efficacy during self-regulated learning. Educational Psychologists, 25, 71-86.
  • Schunk, D. H. 1995. Inherent details of self-regulated learning include student perceptions. Educational Psychologist, 30, 213-216.
  • Schunk, D. H., and Hanson, A. R. 1985. Peer models: Influence on children’s self-efficacy and achievement. Journal of Educational Psychology, 77, 313-322.
  • Seferoğlu, S. ve Akbıyık, C. 2005. İlköğretim öğretmenlerinin bilgisayara yönelik öz-yeterlik algıları üzerine bir çalışma. Eğitim Araştırmaları Dergisi, 19, 89-101.
  • Shell, D. F., Colvin, C., and Bruning, R. H. 1995. Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade level and achievement-level differences. Journal of Educational Psychology, 87, 386-398.
  • Shell, D. F., Murphy, C. C., and Bruning, R. H. 1989. Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81, 91-100.
  • Stipek, D. J., and Daniels, D. H. 1988. Declining perceptions of competence: A consequence of changes in the child or in the educational environment? Journal of Educational Psychology, 80, 352-356.
  • Su, M. H., and Duo, P. C. 2012. EFL learners’ language learning strategy use and perceived self-efficacy. European Journal of Social Sciences, 27, 335-345.
  • Uçak, E. ve Bağ, H. 2012. Elementary school pupils‘ self-efficacy towards science and technology lesson. Journal of Baltic Science Education, 11, 204- 215.
  • Yaman, S., Koray, Ö. C. ve Altunçekiç, A. 2004. Fen bilgisi öğretmen adaylarının öz-yeterlik inanç düzeylerinin incelenmesi üzerine bir araştırma. Türk Eğitim Bilimleri Dergisi, 2, 355-364.
  • Zimmerman, B. J. 2000a. Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich and M. Zeidner (Eds.), Handbook of self-regulation, (pp. 13-39). San Diego, CA: Academic Press.
  • Zimmerman, B. J. 2000b. Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.
  • Zimmerman, B. J., and Bandura, A. 1994. Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845-862.
  • Zimmerman, B. J., Bandura, A., and Martinez-Pons, M. 1992. Self- motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676. Başvuru: 6.02.2013
  • Yayına Kabul: 16.6.2013

Başarıda Anahtar Kelime: Öz-yeterlik

Yıl 2013, Cilt: 26 Sayı: 1, 185 - 210, 01.04.2013

Öz

yeterlik kavramı kırk yılı aşkın bir süredir dünya çapında yapılan pek çok bilimsel araştırmada öğrenci başarısında en etkili faktörlerin başında gösterilmektedir. Ülkemizde öz-yeterlik üzerine yapılan çalışmalarda son yıllarda artış görülmekle beraber araştırmalar çoğunlukla yükseköğretim düzeyini kapsamaktadır. Öz-yeterlik kavramına ilişkin alanyazın, öğrenme ortamlarında özyeterlik algısının geliştirilmesine yönelik çalışmalar, yönlendirme ve öneriler oldukça sınırlıdır. Bu çalışmanın amacı alanyazın taraması yönteminden faydalanarak, öz-yeterlik kavramına ilişkin bilimsel bir altyapı oluşturmak ve eğitim ortamlarında öğrencilerin öz-yeterlik algılarının geliştirilmesine yönelik önerilerde bulunmaktır. Araştırmada öz-yeterlik kavramının gelişimi ve önemi, ilişkili faktörler, öz-yeterlik kaynakları ve öğrenme ortamlarında akademik öz-yeterlik üzerine kuramsal ve deneysel çalışmalar paylaşılmıştır. Ayrıca, yapılan araştırmalardan yola çıkılarak eğitim ortamlarında öğrencilerin akademik özyeterliklerinin geliştirilmesine yönelik önerilerde bulunulmuştur

Kaynakça

  • Akbulut, E. 2006. Müzik öğretmeni adaylarının mesleklerine ilişkin öz yeterlik inançları. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 3, 24-33.
  • Alivernini, F., and Lucidi, F. 2011. Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The Journal of Educational Research, 104, 241-252.
  • Arslan, A. 2012. Predictive power of the sources of primary school students’ self-efficacy beliefs on their self-efficacy beliefs for learning and performance. Educational Sciences: Theory and Practice, 12, 1915-1920.
  • Aşkar, P. ve Umay, A. 2001. İlköğretim matematik öğretmenliği öğrencilerinin bilgisayarla ilgili öz-yeterlik algısı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 1-8.
  • Bandura, A. 1977. Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84, 191-215.
  • Bandura, A. 1986. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. 1991. Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248-287.
  • Bandura, A. 1993. Perceived self-efficacy in cognitive development and functioning. Educational Psychologists, 28, 117-148.
  • Bandura, A. 1997. Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
  • Bandura, A. 2006. Guide for constructing self-efficacy scales. In F. Pajares ve T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp.307-337). Greenwich, CT: Information Age Publishing. http://www.uky.edu/~eushe2/Pajares/self-efficacy.html 06.12.2012 tarihinde erişilmiştir. adresinden
  • Bandura, A., Barbaranelli, C., Caprara, G. V., and Pastorelli, C. 1996. Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206-1222.
  • Berkant, H. G. ve Ekici, G. 2007. Sınıf öğretmeni adaylarının fen öğretiminde öğretmen öz yeterlik inanç düzeyleri ile zeka türleri arasındaki ilişkinin değerlendirilmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16, 113-132.
  • Boekaerts, M. 1997. Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7, 161-186.
  • Boggiano, A. K., Main, D. S., and Katz, P. A. (1988). Children’s preference for challenge: The role of perceived competence and control. Journal of Personality and Social Psychology, 54, 134-141.
  • Bong, M. August, 2012. Toward conceptual clarity, empirical distinctiveness, and substantive significance of motivational constructs. Keynote speech presented at the International Conference on Motivation, Frankfurt, Germany.
  • Bong, M., and Skaalvik, E. M. 2003. Academic self-concept and self- efficacy: How different are they really? Educational Psychology Review, 15, 1-40.
  • Bouffard-Bouchard, T. 1989. Influence of self-efficacy on performance in a cognitive task. Journal of Social Psychology, 130, 353-363.
  • Britner, S. L., and Pajares, F. 2006. Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43, 485-499.
  • Brophy, J. 1983. Conceptualizing student motivation. Educational Psychologist, 18, 200-215.
  • Dweck, C. S., and Elliot, E. S. 1983. Achievement motivation. In P. H. Mussen (Ed.). Carmichael’s manual of child psychology (vol. 4, pp. 643-691). New York: Wiley.
  • Eccles, J. S., Lord, S., and Buchanan, C. M. 1996. School transitions in early adolescence: what are we doing to our young people? In J. A. Graber, J. Brooks-Gunn, and A. C. Petersen (Eds.), Transitions through adolescence (pp. 251-284). Westwood, NJ: Lawrence Erlbaum.
  • Ferla, J., Valcke, M., and Cai, Y. 2009. Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19, 499-505.
  • Gaskill, P. J., and Woolfolk-Hoy, A. 2002. Self-efficacy and self-regulated learning: The dynamic duo in school performance. In J. Aronson and D. Cordova (Eds.), Improving education: Classic and contemporary lessons from psychology (pp.183-206). New York: Academic Press.
  • Gerçek, C., Yılmaz, M., Köseoğlu, P. ve Soran, H. 2006. Biyoloji eğitimi öğretmen adaylarının öğretiminde öz-yeterlik inançları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 39, 57-73.
  • Gutman, L. M., and Sulzby, E. 2000. The role of autonomy-support versus control in the emergent writing behaviors of African-American kindergarten children. Reading Research and Instruction, 39, 170- 184.
  • Güngören, S. 2009. The effect of grade level on elementary school students’motivational beliefs in science. Yayımlanmamış yüksek lisans tezi, Ortadoğu Teknik Üniversitesi, Ankara.
  • Huang, C. 2013. Gender differences in academic self-efficacy: a meta- analysis. European Journal of Psychology of Education, 28, 1-35.
  • Joët, G., Usher, E. L., and Bressoux, P. 2011. Sources of self-efficacy: An investigation of elementary school students in France. Journal of Educational Psychology, 103, 649-663.
  • Karaarslan, G. ve Sungur, S. 2011. Elementary students’ self-efficacy beliefs in science: Role of grade level, gender, and socio-economic status. Science Education International, 22, 72-79.
  • Karsenti, T. P., and Thibert, G. April, 1998. The interaction between teaching practices and the change in motivation of elementary- school children. Paper presented at the Annual Conference of the American Educational Research Association, San Diego: California.
  • Kurbanoğlu, N. I. ve Takunyacı, M. 2012. Relationship between anxiety, attitude and self-efficacy beliefs of high schools students towards mathematics course. International Journal of Human Sciences, 9, 110-130.
  • Linenbrink, E. A., and Pintrich, P. R. 2002. Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37, 69-78.
  • Linenbrink, E. A., and Pintrich, P. R. 2003. The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading and Writing Quarterly, 19, 119-137.
  • Lorsbach, A. W., and Jinks, J. L. 1999. Self-efficacy theory and learning environment research. Learning Environments Research, 2, 157-167.
  • Margolis, H., and Mccabe, P. P. 2004. Self efficacy: A key to improving the motivation of struggling learners. The Clearing House, 77, 241-249.
  • Maslow, A. H. 1954. Motivation and Personality. New York, NY: Harper and Row.
  • McCombs, L. B. 2001. Self-regulated learning and academic achievement: A phenomenological view. In B.J. Zimmerman and H.S. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.) (pp. 67-123). Manwah, NJ: Lawrence Erlbaum.
  • McMahon, S. D., Wernsman, J., and Rose, D. S. 2009. The relation of classroom environment and school belonging to academic self- efficacy among urban fourth-and fifth-grade students. The Elementary School Journal, 109, 267-281.
  • McTigue, E., and Liew, J. 2011. Building academic self-efficacy in middle grades language arts classrooms. The Clearing House, 84, 114-118.
  • Morgil, İ., Seçken, N. ve Yücel, A. S. 2004. Kimya öğretmen adaylarının öz- yeterlik inançlarının bazı değişkenler açısından incelenmesi. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 6, 62-72.
  • Multon, K. D., Brown, S. D., and Lent, R. W. 1991. Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30-38.
  • Özyürek, R. 2005. Informative sources of math-related self-efficacy expectations and their relationship with math-related self-efficacy, interest, and preference. International Journal of Psychology, 40, 145-156.
  • Pajares, F. 2003. Self-efficacy beliefs, motivation, and achievement in writing: A review of literature. Reading and Writing Quarterly, 19, 139-158.
  • Pajares, F., and Miller, M. D. 1994. Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86, 193-203.
  • Pajares, F., and Valiante, G. 2001. Influence of self-efficacy on elementary students’ writing. Journal of Educational Research, 90, 353-360.
  • Pajares, F., Johnson, M. J., and Usher, E. L. 2007. Sources of writing self- efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English, 42, 104-120.
  • Phan, H. P. 2012. Relations between informational sources, self-efficacy and academic achievement: A developmental approach. Educational Psychology, 32, 81-105.
  • Pintrich, P. R., and Schunk, D.H. 2002. Motivation in education: Theory, research and application. (2nd ed.) Prentice-Hall, Inc., New Jersey.
  • Pintrich, P. R., Roeser, R. W., and De Groot, E. A. M. 1994. Classroom and individual differences in early adolescents’ motivation and self- regulated learning. Journal of Early Adolescence, 14, 139-161.
  • Räty, H., and Kärkkäinen, R. 2011. Are parents’ academic gender stereotypes and changes in them related to their perceptions of their child’s mathematical competence?. Educational Studies, 37, 371- 374.
  • Reeve, J., Bolt, E., and Cai, Y. 1999. Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537-548.
  • Roeser, R. W., Midgley, C., and Urdan, T. C. 1996. Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408–422.
  • Ryan R. M., and Deci, E. L. 2000. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
  • Sakiz, G., Pape, S. J., and Woolfolk-Hoy, A. 2012. Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50, 235-255.
  • Schunk, D. H. 1984. Self-efficacy perspective on achievement behavior. Educational Psychologists, 19, 48-58.
  • Schunk, D. H. 1985. Self-efficacy and classroom learning. Psychology in the Schools, 22, 208-223.
  • Schunk, D. H. 1989a. Self-efficacy and cognitive skill learning. In C. Ames and R. Ames (Ed.), Research on motivation in education: Goals and cognitions (vol. 3, pp. 13-44). San Francisco, CA: Academic Press.
  • Schunk, D. H. 1989b. Self-efficacy and academic behaviors. Educational Psychology Review, 1, 173-207.
  • Schunk, D. H. 1990. Goal setting and self-efficacy during self-regulated learning. Educational Psychologists, 25, 71-86.
  • Schunk, D. H. 1995. Inherent details of self-regulated learning include student perceptions. Educational Psychologist, 30, 213-216.
  • Schunk, D. H., and Hanson, A. R. 1985. Peer models: Influence on children’s self-efficacy and achievement. Journal of Educational Psychology, 77, 313-322.
  • Seferoğlu, S. ve Akbıyık, C. 2005. İlköğretim öğretmenlerinin bilgisayara yönelik öz-yeterlik algıları üzerine bir çalışma. Eğitim Araştırmaları Dergisi, 19, 89-101.
  • Shell, D. F., Colvin, C., and Bruning, R. H. 1995. Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade level and achievement-level differences. Journal of Educational Psychology, 87, 386-398.
  • Shell, D. F., Murphy, C. C., and Bruning, R. H. 1989. Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81, 91-100.
  • Stipek, D. J., and Daniels, D. H. 1988. Declining perceptions of competence: A consequence of changes in the child or in the educational environment? Journal of Educational Psychology, 80, 352-356.
  • Su, M. H., and Duo, P. C. 2012. EFL learners’ language learning strategy use and perceived self-efficacy. European Journal of Social Sciences, 27, 335-345.
  • Uçak, E. ve Bağ, H. 2012. Elementary school pupils‘ self-efficacy towards science and technology lesson. Journal of Baltic Science Education, 11, 204- 215.
  • Yaman, S., Koray, Ö. C. ve Altunçekiç, A. 2004. Fen bilgisi öğretmen adaylarının öz-yeterlik inanç düzeylerinin incelenmesi üzerine bir araştırma. Türk Eğitim Bilimleri Dergisi, 2, 355-364.
  • Zimmerman, B. J. 2000a. Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich and M. Zeidner (Eds.), Handbook of self-regulation, (pp. 13-39). San Diego, CA: Academic Press.
  • Zimmerman, B. J. 2000b. Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.
  • Zimmerman, B. J., and Bandura, A. 1994. Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845-862.
  • Zimmerman, B. J., Bandura, A., and Martinez-Pons, M. 1992. Self- motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676. Başvuru: 6.02.2013
  • Yayına Kabul: 16.6.2013
Toplam 73 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Gönül Sakız

Yayımlanma Tarihi 1 Nisan 2013
Gönderilme Tarihi 14 Kasım 2015
Yayımlandığı Sayı Yıl 2013 Cilt: 26 Sayı: 1

Kaynak Göster

APA Sakız, G. (2013). Başarıda Anahtar Kelime: Öz-yeterlik. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 26(1), 185-210.