The Prediction Of Physical Education Teacher Candidates’ Achievement Goals Regarding Their Learning And Studying Approaches And Epistemological Beliefs
Author :
Abstract
The aim of this study is to define the relationship among Learning and Studying Approaches, Achievement Goal Orientations and Epistemological Beliefs of physical education teacher candidates who are studying at School of Physical Education and Sports. At the total of 502 students (233 female and 269 male) of five different universities volunteered to participant in this study. Multiple regression analysis with stepwise method shows that the highest proportion of the variance of the Learning–Approach Goal Orientation score was explained by The Belief of Learning Depends on Effort subscale. It is observed that The Belief of There is Only One True Truth subscale explained a significant part of the variance of the score of Learning-Avoidance Goal Orientation subscale. The Belief of Learning Depends on Ability subscale explained a significant of variance of the score of Performance-Approach Goal Orientation and Performance-Avoidance Goal Orientation subscales. Teacher candidates should be enabled to realize learning and studying approaches towards their own beliefs and education planning must be performed by considering their students’ features in the years to come
Keywords
Abstract
The aim of this study is to define the relationship among Learning and Studying Approaches, Achievement Goal Orientations and Epistemological Beliefs of physical education teacher candidates who are studying at School of Physical Education and Sports. At the total of 502 students (233 female and 269 male) of five different universities volunteered to participant in this study. Multiple regression analysis with stepwise method shows that the highest proportion of the variance of the Learning–Approach Goal Orientation score was explained by The Belief of Learning Depends on Effort subscale. It is observed that The Belief of There is Only One True Truth subscale explained a significant part of the variance of the score of Learning-Avoidance Goal Orientation subscale. The Belief of Learning Depends on Ability subscale explained a significant of variance of the score of Performance-Approach Goal Orientation and Performance-Avoidance Goal Orientation subscales. Teacher candidates should be enabled to realize learning and studying approaches towards their own beliefs and education planning must be performed by considering their students’ features in the years to come
Keywords
- Akın, A. (2006). 2 2 Başarı yönelimleri ölçeği: geçerlik ve güvenirlik çalışması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 12, 1−13.
- Akın, A., & Arslan S. (2014). Başarı yönelimleri ile kararlılık arasındaki ilişkiler Education and Science, 39(175), 267−274.
- Andreou E., Vlachos F., & Andreou G. (2006). Approaches to studying among Greek university students: the impact of gender, age, academic discipline and handedness, Educational Research, 48(3), 301−311.
- Baxter Magolda, M. B. (1992). Students’ epistemologies and academic experiences: implications for pedagogy. Review of Higher Education, 15, 265−287.
- Biggs, J. B. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8, 381–394.
- Biggs, J. B. (1987). The study process questionnaire (SPQ): Manual. Hawthorn, Victoria: Australian Council for Educational Research.
- Braten, I. & Strømsø, H. I. (2004). Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology, 29, 371–388.
- Cano, F. (2005). Epistemological beliefs and approaches to learning: their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75, 203−221.
- Cantwell R. H. (1997). Cognitive dispositions and student nurses' appraisals of their learning environment. Issues in Educational Research, 7(1), 19−36.
- Chamorro-Premuzic T. & Furnham A. (2009). Mainly openness: the relationship between the big five personality traits and learning approaches. Learning and Individual Differences, 19, 524−529.
- Chan, K. W. (2003). Hong Kong teacher education students’ epistemological beliefs and approaches to learning. Research in Education, 69(1), 36-50.
- Deryakulu, D. (2004). Üniversite öğrencilerinin öğrenme ve ders çalışma stratejileri ile epistemolojik inançları arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 38, 230−249.
- Deryakulu, D., & Büyüköztürk, Ş. (2005). The re-examination of the epistemological beliefs questionnaire’s factor structure: comparing epistemological beliefs in terms of gender and program type. Eurasian Journal of Educational Research, 18, 236−252.
- Duff, A. (2002). Approaches to learning: factor invariance across gender. Personality and Individual Differences, 33(6), 997−1010.
- Dupeyrat, C., & Marine, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: a test of Dweck’s model with returning to school adults. Contemporary Educational Psychology, 30, 43−59.
- Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040−1048.
- Dweck, C. S., & Leggett, E. L. (1988). A Social-cognitive approach to motivation and personality. Psychological Review, 95, 256−272.
- 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.
- Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: a meditational analysis. Journal of Personality and Social Psychology, 70, 968−980.
- Flood B., & Wilson R. M. S. (2008). An exploration of the learning approaches of prospective professional accountants in Ireland. Accounting Forum, 32, 225−239.
- Hashweh, M. Z. (1996). Effects of science teachers’ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33(1), 47−63.
- Hau, K. T., & Salili, F. (1990). Examination result attribution, expectancy and achievement goals among Chinese students in Hong Kong. Educational Studies, 16, 17−31.
- Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88−140.
- Howard, B. C., McGee, S., Schwartz, N., & Purcell, S. (2000). The experience of constructivism: transforming teacher epistemology. Journal of Research on Computing in Education, 32(4), 455−465.
- Howell A. J., & Buro K. (2009). Implicit beliefs, achievement goals, and procrastination: a meditational analysis. Learning and Individual Differences, 19, 151−154.
- Gordon, C., & Debus, R. (2002). Developing deep learning approaches and personal teaching efficacy within a pre-service teacher education context. British Journal of Educational Psychology, 72, 483−511
- Kadioglu C., Uzuntiryaki E., & Aydin Y. C. (2011). How high school students’ epistemological beliefs’ are related to their goal orientations? European Science Education Research Association Conference, 63−68.
- Kalaycı, Ş. (2005). SPSS uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil Yayın Dağıtım.
- Kazak Cetinkalp Z. (2010). The relationship between academic locus of control and achievement goals among physical education teaching program students, World Applied Sciences Journal, 10(11): 1387−1391.
- Maor, D., & Taylor, P. C. (1995). Teacher epistemology and scientific inquiry in computerized classroom environments. Journal of Research in Science Teaching, 32(8), 839−854.
- Marton, F., & Saljo, R. (1976). Learning processes and strategies. British Journal of Educational Psychology, 46, 115−127.
- Midgley, C., Kaplan, A., & Middleton, M. J. (2001). Performance-approach goals: good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77−86.
- Muis K. R., & Franco G. M. (2009). Epistemic beliefs: setting the standards for self-regulated learning. Contemporary Educational Psychology, 34, 306−318.
- Neber, H., & Schommer-Aikins, M. (2002). Self-regulated science learning with highly gifted students: the role of cognitive, motivational, epistemological, and environmental variables. High Ability Studies, 13, 59−74.
- Newble, D. I., & Entwistle, N. J. (1986). Learning styles and approaches: implications for medical education. Medical Education, 20, 162−175.
- Öngen, D. (2003). Epistemolojik inançlar ile problem çözme stratejileri arasındaki ilişkiler: eğitim fakültesi öğrencileri üzerine bir çalışma. Eğitim Araştırmaları Dergisi, 3(13), 155−162.
- Paulsen, M. B., & Feldman, K. A. (2005). The conditional and interaction effects of epistemological beliefs on the self-regulated learning of college students: motivational strategies. Research in Higher Education, 46(7),
- Paver B., & Gammie E. (2005). Constructed gender, approach to learning and academic performance. Accounting Education: An International Journal, 14(4), 427−444.
- Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92(1), 128−150.
- Prat-Sala M., & Redford P. (2010). The interplay between motivation, self-efficacy, and approaches to studying. British Journal of Educational Psychology, 80(2), 283−305.
- Prawat, R. S. (1992). Teachers’ beliefs about teaching and learning: a constructivist perspective. American Journal of Education, 100(3), 354−395.
- Puente-Díaz R. (2012). The effect of achievement goals on enjoyment, effort, satisfaction and performance. International Journal of Psychology, 47(2), 102−110.
- Rastegar, A., Jahromi, R. G., Haghighi A. S., & Akbari A. R. (2010). The relation of epistemological beliefs and mathematics achievement: the mediating role of achievement goals, mathematics self-efficacy, and cognitive engagement. Procedia Social and Behavioral Sciences, 5, 791−797.
- Robins, R. W., & Pals, J. L. (2002). Implicit self-theories in the academic domain: implications for goal orientation, attributions, affect, and self-esteem change. Self and Identity, 1, 313−336.
- Roziana, S., Norashikin, M., Shah, R. A. W., Kamaruzzaman, A. R., Azizah, R., Maisarah, M. S., Hamidah A. R., Siti, A. P., Hamidah, A. R., & Rosman M. Y. (2011). A study on learning approaches used among postgraduate students in Research University. International Journal of Social Sciences and Humanity Studies, 3(2), 411−420.
- Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498−504.
- Schutz, P. A., Pintrich, P. R., & Young, A. J. (1993). Epistemological beliefs, motivation, and student learning. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA
- Senemoğlu, N. (2011). College of education students’ approaches to learning and study skills. Education and Science, 36 (160), 65−80.
- Splan, R. K., Brooks R. M., Porr S., & Broyles T. W. (2011). Resiliency and achievement goal orientation among agricultural students, NACTA (North American Colleges and Teachers of Agriculture-Conference) Journal,
- Taher, A. M. M., & Jin C. (2011). Assessing learning approaches of Chinese local MBA students: an investigation using the revised two factor study process questionnaire (R-SPQ-2F). Educational Research and Reviews, 19(6), 974−978.
- Topkaya, N., Yaka, B., & Öğretmen, T. (2011). The adaptation study of learning and studying approaches inventory and the relations with related constructs. Education and Science, 34(159), 192−204.
- Wolters, C. (2004). Advancing goal theory: using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236−250.
- Yılmaz A. (2007). Hemşirelik öğrencilerinin epistemolojik inançları ile denetim odağı arasındaki ilişki. Yayınlamamış yüksek lisans tezi, İstanbul Üniversitesi, Sağlık Bilimleri Enstitüsü, İstanbul.