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Başarıda Anahtar Kelime: Öz-yeterlik

Year 2013, Volume: 26 Issue: 1, 185 - 210, 01.04.2013

Gönül Sakız

Abstract

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

Keywords

Self-efficacy Sources of self-efficacy Improving perceived self-efficacy in learning environments

References

  • 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.
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  • Yayına Kabul: 16.6.2013

Başarıda Anahtar Kelime: Öz-yeterlik

Year 2013, Volume: 26 Issue: 1, 185 - 210, 01.04.2013

Gönül Sakız

Abstract

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

Keywords

-

References

  • 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.
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There are 73 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Gönül Sakız

Publication Date April 1, 2013
Submission Date November 14, 2015
Published in Issue Year 2013 Volume: 26 Issue: 1

Cite

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

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