Araştırma Makalesi
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Sınıf Performansı Üzerinde Algılanan Öğretmen Destekleyici Davranışların Rolü

Yıl 2023, Cilt: 42 Sayı: 1, 195 - 244, 30.06.2023
https://doi.org/10.7822/omuefd.1218632

Öz

Bu araştırmanın amacı öz-belirleme kuramı temel alınarak algılanan öğretmen destekleyici davranışların ortaokul öğrencilerinin sınıf performansları üzerindeki rolünü incelemektir. Araştırmanın örneklemini Türkiye’de bir şehirde yer alan ortaokullarda öğrenim gören 296 yedinci sınıf öğrencisi oluşturmaktadır. Algılanan öğretmen destekleyici davranışlar Kişilerarası Davranışlar Ölçeği Öğretmen Kısa Formu kullanılarak belirlenmiştir. Öğrencilerin sınıf performans düzeylerini ölçmek için Türkçeye uyarlanarak geçerlik ve güvenirlik çalışmaları yapılan Sınıf Performans Ölçeği (Cronbach Alpha katsayısı = ,88) kullanılmıştır. Algılanan öğretmen destekleyici davranışların öğrencilerin sınıf performanslarını ne düzeyde yordadığını belirlemek için çoklu doğrusal regresyon analizi kullanılmıştır. Analiz sonuçları üç tür öğretmen destekleyici davranışın (özerklik, yeterlilik ve ilişkililik ihtiyacı) öğrencilerin sınıf performansı ile pozitif yönde ilişkili olduğunu göstermiştir. Regresyon modeline göre sınıf performansı üzerinde en güçlü yordayıcı değişken özerklik destekleyici faktör ve onu izleyen yeterlilik destekleyici faktör iken en zayıf yordayıcı değişken ilişkililik destekleyici faktörüdür. Bu sonuçlardan yola çıkarak ortaokul öğrencilerinin sınıf performanslarının algılanan öğretmen yeterlilik ya da ilişkililik destekleyici davranışlarından daha çok özerklik destekleyici öğretmen davranışları tarafından daha fazla şekillendiğini söylemek mümkündür. Araştırmada elde edilen tüm bulgular öğretmenin öğrencilere derinden sağlayacağı özerklik, yeterlilik ve ilgili olma desteğinin öğrencilerin akademik ve kişilerarası yeterliliklerinin bir bileşimi olarak sınıf performanslarında tatminkar sonuçlar elde etmesi açısından önemli olduğunu göstermektedir.

Kaynakça

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The Role of Perceived Teacher-Supportive Behaviours on Classroom Performance

Yıl 2023, Cilt: 42 Sayı: 1, 195 - 244, 30.06.2023
https://doi.org/10.7822/omuefd.1218632

Öz

Based on self-determination theory, this study examined the role of perceived teacher supportive behaviors on the classroom performance of middle school students. The sample consisted of 296 seventh grade students studying in middle schools in a city in Turkey. Perceived teacher supportive behaviors were determined using the Interpersonal Behavior Scale Teacher Short Form. The Classroom Performance Scale (Cronbach Alpha coefficient = .88), which was adapted to Turkish and whose validity and reliability studies were carried out, was used to measure the classroom performance levels of participants. Multiple linear regression analysis was used to determine to what extent perceived teacher supportive behaviors predicted students' classroom performance. The results showed that three types of teacher supportive behaviors (need for autonomy, competence, and relatedness) were positively associated with students' classroom performance. According to the regression model, the strongest predictor variable on classroom performance is the autonomy supporting factor followed by the competence supporting factor, while the weakest predictor variable is the relatedness supporting factor. This finding shows that middle school students' classroom performance is more shaped by autonomy-supportive teacher behaviors rather than perceived teacher competence or relatedness-supporting behavior dimensions. All the findings obtained in the study indicate that the autonomy, competence and relevance support that the teacher will provide to students is important in terms of achieving satisfactory results in classroom performance as a combination of students' academic and interpersonal competences.

Kaynakça

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  • Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
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  • Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106(3), 225–236.
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  • Rocchi, M. A., Pelletier, L. G., & Couture, A. L. (2013). Determinants of coach motivation and autonomy supportive coaching behaviours. Psychology of Sport and Exercise, 14(6), 852-859.
  • Rocchi, M., & Pelletier, L. G. (2017). The antecedents of coaches’ interpersonal behaviors: The role of the coaching context, coaches’ psychological needs, and coaches’ motivation. Journal of Sport and Exercise Psychology, 39(5), 366–378.
  • Rocchi, M., Pelletier, L., & Desmarais, P. (2016). The validity of the Interpersonal Behaviors Questionnaire (IBQ) in sport. Measurement İn Physical Education and Exercise Science, 21(1), 15-25.
  • Rocchi, M., Pelletier, L., Cheung, S., Baxter, D., & Beaudry, S. (2017). Assessing need-supportive and need-thwarting interpersonal behaviours: The Interpersonal Behaviours Questionnaire (IBQ). Personality and Individual Differences, 104, 423–433.
  • Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (2000). School as a context of early adolescents' academic and social-emotional development: a summary of research findings. The Elementary School Journal, 100(5), 443-471.
  • Roeser, R.W., Eccles, J.S. & Sameroff, A.J. (1998). Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school. Development and Psychopathology, 10, 321–352.
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  • Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141-166.
  • Ryan, R. M., & Deci, E. L. (2011). A self-determination theory perspective on social, institutional, cultural, and economic supports for autonomy and their importance for well-being. Chirkov V., Ryan R., Sheldon K. (Eds.). In human autonomy in cross-cultural context (pp. 45-64). Springer.
  • Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Press.
  • Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology. doi:https://doi.org/10.1016/j.cedpsych.2020.101860
  • Ryan, R. M., Deci, E. L., & Vansteenkiste, M. (2016). Autonomy and autonomy disturbances in self-development and psychopathology: Research on motivation, attachment, and clinical process. In D. Cicchetti (Ed.), Developmental psychopathology: Vol. 1. Theory and method (3rd ed., pp. 385–438). New York: Wiley.
  • Ryan, R. M., Stiller, J. D., & Lynch, J. H. (1994). Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. Journal of Early Adolescence, 14, 226–249.
  • Sakiz, G., Pape, S. J., & Woolfolk Hoy, A. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50, 235–255.
  • Schermelleh-Engel, K., Moosbrugger, H., and Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Seçer, İ. (2015). Psikolojik test geliştirme ve uyarlama süreci: SPSS ve LISREL uygulamaları. Ankara: Anı Yay.
  • Shahar, G., Henrich, C. C., Blatt, S. J., Ryan, R., & Little, T. D. (2003). Interpersonal relatedness, self-definition, and their motivational orientation during adolescence: A theoretical and empirical integration. Developmental Psychology, 39, 470-483.
  • Sheldon, K., & Filak, V. (2008). Manipulating autonomy, competence and relatedness support in a game-learning context: New evidence that all three needs matter. British Journal of Social Psychology, 47, 257–283.
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  • Stroet, K., Opdenakker, M. C., & Minnaert, A. (2013). Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature. Educational Research Review, 9, 65–87.
  • Stroet, K., Opdenakker, M.-C., & Minnaert, A. (2015). What motivates early adolescents for school? A longitudinal analysis of associations between observed teaching and motivation. Contemporary Educational Psychology, 42, 129–140.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). New York: Allyn and Bacon.
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  • Taylor, G., Jungert, T., Mageau, G. A., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39, 342–358.
  • Tezbaşaran, A. (1997). Likert tipi ölçek geliştirme kılavuzu. Ankara: Türk Psikologlar Derneği.
  • Turner, J. C., Christensen, A., Kackar-Cam, H., Trucano, M., & Fulmer, S. (2014). Enhancing student engagement: Report of a three-year intervention with middle school teachers. American Educational Research Journal, 51(6), 1195–1226.
  • Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of Psychology, 44, 331–349.
  • Vallerand, R. (2001). A hierarchical model of intrinsic and extrinsic motivation in sport and exercise. In G. C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 263–319). Champaign, IL: Human Kinetics.
  • Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R. M., & Lonsdale, C. (2020). Self-Determination Theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444-1469.
  • Wang, J., & Wang, X. (2012). Structural equation modeling: Applications using Mplus. John Wiley.
  • Wang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83(3), 877–895.
  • Wang, M. T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633-662.
  • Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89, 411–419.
  • Wentzel, K. R., & Battle, A. A. (2001). School relationships and school adjustment. In T. Urdan & F. Pajares (Eds.), Adolescence and education: General issues in the education of adolescence (pp. 93–118). Information Age.
  • Wentzel, K. R., Muenks, K., McNeish, D., & Russell, S. (2017). Peer and teacher supports in relation to motivation and effort: A multi-level study. Contemporary Educational Psychology, 49, 32–45.
  • Williams, N., Whipp, P., Jackson, B., & Dimmock, J. (2013). Relatedness support and the retention of young female golfers. Journal of Applied Sport Psychology, 25, 412–430.
  • Yıldız, M. ve Şenel, E. (2018). Sporda kişiler arası davranışlar ölçeği (SKD) Türkçe formunun geçerlik ve güvenirlik çalışması. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, 23(4), 219-231.
  • Yu, C., Li, X., Wang, S., & Zhang, W. (2016). Teacher autonomy support reduces adolescent anxiety and depression: An 18-month longitudinal study. Journal of Adolescence, 49, 115–123.
Toplam 112 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

İlhan İlter 0000-0002-1473-7172

Yayımlanma Tarihi 30 Haziran 2023
Kabul Tarihi 4 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 42 Sayı: 1

Kaynak Göster

APA İlter, İ. (2023). Sınıf Performansı Üzerinde Algılanan Öğretmen Destekleyici Davranışların Rolü. Ondokuz Mayis University Journal of Education Faculty, 42(1), 195-244. https://doi.org/10.7822/omuefd.1218632