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Öğretmenler için 3x2 Başarı Yönelimi Ölçeğinin Türkçe’ye uyarlanması: Geçerlilik-Güvenirlik Çalışması

Year 2017, Volume: 6 Issue: 3, 1027 - 1039, 30.10.2017
https://doi.org/10.14686/buefad.335069

Abstract

Son yıllarda başarı yönelimi üzerine
yapılan çalışmalar öğrenme-temelli hedefler için görev/öz ayrımı yaparak daha
önceki yıllarda ortaya atılan 2x2 Başarı Yönelimi teorisini genişletmiş ve 3x2
olarak nitelendirmişlerdir. Bu yeni modele göre öğrenciler için bir ölçek
geliştirilmiştir ve sonrasında bu ölçeğin benzer bir versiyonunu öğretmenler
için geliştiren araştırmacılar (Mascret, Elliot, ve Cury, 2015a), öğretmenlerin
bu yaklaşıma göre başarı yönelimlerinin belirlenmesinin bireysel farklılıkları
daha iyi ortaya koyacağını ifade etmişlerdir. Bu nedenle, Türkiye’deki
öğretmenlerin motivasyonel süreçlerini daha iyi belirleyebilmek adına bu
çalışmada Öğretmenler için 3x2 modeline göre geliştirilmiş olan Başarı Yönelimi
Ölçeğinin Türkçe’ye uyarlanması ve Türkiye bağlamında da geçerli ve güvenilir
bir ölçek olduğuna kanıt sunulması hedeflenmiştir. Bu amaçla Türkçe’ye çevrilen
ölçek, çeşitli branşlardaki 207 öğretmene uygulanarak veri toplanmıştır. Elde
edilen verilerle yapılan doğrulayıcı faktör analizi sonuçları, 3x2 Başarı
Yönelimi Ölçeğinin Türkiye bağlamında da orijinalindeki gibi 6 faktörlü
yapısını sağladığı ve maddelere ait faktör yüklerinin yeterince yüksek olduğu
bulunmuştur. Ayrıca hesaplanan Cronbach alfa değerleri, her bir altboyut için
iç tutarlılığın yeterli düzeyde olduğunu göstermiştir. Sonuç olarak bu ölçeğin
Türkiye’deki öğretmenlerin başarı yönelimlerini ölçmek için geçerli ve
güvenilir bir ölçme aracı olduğu söylenebilir.

References

  • Ağbuğa, B. (2014). 3x2 başarı hedef modeli ölçeğinin Türk lisans öğrencileri için geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Spor Bilimleri Dergisi, 25(3), 109-117
  • Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A cognitive- motivational analysis. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 177–207). New York, NY: Academic Press.
  • Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology: Special Issue, 80, 706–722.
  • Butler, R. (2007). Teachers' achievement goal orientations and associations with teachers' help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241-252.
  • Butler, R. (2012). Striving to connect: Extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology, 104(3), 726-742.
  • Dweck, C. S. (1986). Motivational process affects learning. American Psychologist, 41, 1010–1018
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
  • Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189. 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. doi:10.1037/0022-3514.72.1.218.
  • Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461–475. doi:10.1037/0022-3514.70.3.461.
  • Elliot, A. J., & McGregor, H. A. (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519. doi:10.1037/0022-3514.80.3.501
  • Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613–628
  • Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 x 2 achievement goal model. Journal of Educational Psychology, 103(3), 632‐648.
  • Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94(3), 562–575.
  • Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141–184. doi:10.1007/s10648-006-9012-5
  • Maehr, M. L., & Nicholls, J. G. (1980). Culture and achievement motivation: A second look. In N. Warren (Ed.), Studies in cross-cultural psychology (Vol. 3, pp. 221–267). New York, NY: Academic Press.
  • Maehr, M. L., & Zusho, A. (2009). Achievement goal theory. The past, present, and future. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 77–104). New York:Routledge.
  • Mascret, N., Elliot, A. J., & Cury, F. (2015a). The 3× 2 achievement goal questionnaire for teachers. Educational Psychology, 37(3), 346-361.
  • Mascret, N., Elliot, A. J., & Cury, F. (2015b). Extending the 3× 2 achievement goal model to the sport domain: The 3× 2 Achievement Goal Questionnaire for Sport. Psychology of Sport and Exercise, 17, 7-14.
  • Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328–346. doi:10.1037/0033- 295X.91.3.328
  • Nitsche, S., Dickhäuser, O., Fasching, M. S., & Dresel, M. (2011). Rethinking teachers’ goal orientations: Conceptual and methodological enhancements. Learning and Instruction, 21(4), 574-586.
  • Nunnally, J. C. (1978). Psychometric theory (2nd Ed.). New York: McGraw-Hill.
  • Praetorius, A. K., Nitsche, S., Janke, S., Dickhäuser, O., Drexler, K., Fasching, M., & Dresel, M. (2014). Here today, gone tomorrow? Revisiting the stability of teachers' achievement goals. Contemporary Educational Psychology, 39(4), 379-387.
  • Retelsdorf, J., Butler, R., Streblow, L., & Schiefele, U. (2010). Teachers’ goal orientations for teaching: Associations with instructional practices and teachers’ engagement. Learning and Instruction, 20, 30–46. doi: 10.1016/j.learninstruc.2009.01.001

Adaptation of 3x2 Achievement Goal Questionnaire for Teachers into Turkish: Validity and Reliability Study

Year 2017, Volume: 6 Issue: 3, 1027 - 1039, 30.10.2017
https://doi.org/10.14686/buefad.335069

Abstract

Recently, studies on achievement goal orientation
extended the 2x2 Achievement Goal Theory, by distingushing the mastery goals to
task and self, and define the new approach as 3x2 model. Cost, Elliot, and Cury
(2015a) stated that determining teachers’ achievement goal orientations based
on this model is better for bringing out the individual differences. For this
reason, in order to better determine the motivational processes of the teachers
in Turkey, it was aimed to adapt the teachers version of “3x2 Achievement Goal
Questionnaire” into Turkish and provide evidence for the validity and
reliability in Turkish context. With this purpose, the scale was translated
into Turkish and administered to 207 teachers in various branches. Confirmatory
factor analysis results supported the 6- factor structure of the 3x2
Achievement Goal Questionnaire, as in the original questionnaire, in Turkish
context and the factor loadings of the items were found to be sufficiently
high. In addition, the Cronbach alpha coefficients indicated adaquate internal
consistency for each subscale. As a result, findings of this study supported
that this scale is a valid and reliable measure to assess the achievement goal
orientations of Turkish teachers.

References

  • Ağbuğa, B. (2014). 3x2 başarı hedef modeli ölçeğinin Türk lisans öğrencileri için geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Spor Bilimleri Dergisi, 25(3), 109-117
  • Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A cognitive- motivational analysis. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 177–207). New York, NY: Academic Press.
  • Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology: Special Issue, 80, 706–722.
  • Butler, R. (2007). Teachers' achievement goal orientations and associations with teachers' help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241-252.
  • Butler, R. (2012). Striving to connect: Extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology, 104(3), 726-742.
  • Dweck, C. S. (1986). Motivational process affects learning. American Psychologist, 41, 1010–1018
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
  • Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189. 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. doi:10.1037/0022-3514.72.1.218.
  • Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461–475. doi:10.1037/0022-3514.70.3.461.
  • Elliot, A. J., & McGregor, H. A. (2001). A 2x2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519. doi:10.1037/0022-3514.80.3.501
  • Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613–628
  • Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 x 2 achievement goal model. Journal of Educational Psychology, 103(3), 632‐648.
  • Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94(3), 562–575.
  • Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141–184. doi:10.1007/s10648-006-9012-5
  • Maehr, M. L., & Nicholls, J. G. (1980). Culture and achievement motivation: A second look. In N. Warren (Ed.), Studies in cross-cultural psychology (Vol. 3, pp. 221–267). New York, NY: Academic Press.
  • Maehr, M. L., & Zusho, A. (2009). Achievement goal theory. The past, present, and future. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 77–104). New York:Routledge.
  • Mascret, N., Elliot, A. J., & Cury, F. (2015a). The 3× 2 achievement goal questionnaire for teachers. Educational Psychology, 37(3), 346-361.
  • Mascret, N., Elliot, A. J., & Cury, F. (2015b). Extending the 3× 2 achievement goal model to the sport domain: The 3× 2 Achievement Goal Questionnaire for Sport. Psychology of Sport and Exercise, 17, 7-14.
  • Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328–346. doi:10.1037/0033- 295X.91.3.328
  • Nitsche, S., Dickhäuser, O., Fasching, M. S., & Dresel, M. (2011). Rethinking teachers’ goal orientations: Conceptual and methodological enhancements. Learning and Instruction, 21(4), 574-586.
  • Nunnally, J. C. (1978). Psychometric theory (2nd Ed.). New York: McGraw-Hill.
  • Praetorius, A. K., Nitsche, S., Janke, S., Dickhäuser, O., Drexler, K., Fasching, M., & Dresel, M. (2014). Here today, gone tomorrow? Revisiting the stability of teachers' achievement goals. Contemporary Educational Psychology, 39(4), 379-387.
  • Retelsdorf, J., Butler, R., Streblow, L., & Schiefele, U. (2010). Teachers’ goal orientations for teaching: Associations with instructional practices and teachers’ engagement. Learning and Instruction, 20, 30–46. doi: 10.1016/j.learninstruc.2009.01.001
There are 23 citations in total.

Details

Journal Section Articles
Authors

Sündüs Yerdelen

Mehmet Ali Padır This is me

Publication Date October 30, 2017
Published in Issue Year 2017 Volume: 6 Issue: 3

Cite

APA Yerdelen, S., & Padır, M. A. (2017). Adaptation of 3x2 Achievement Goal Questionnaire for Teachers into Turkish: Validity and Reliability Study. Bartın University Journal of Faculty of Education, 6(3), 1027-1039. https://doi.org/10.14686/buefad.335069

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