Öğrencilerin İngilizce Öz Yeterlik İnançlarının Algılanan Özerklik Desteği Açısından İncelenmesi/Investigation of Students' Self Efficacy Beliefs in Terms of Perceived Autonomy Support
Bu çalışmanın amacı öğrencilerin İngilizce okuma-yazma, dinleme-konuşmaya ilişkin öz yeterlik inançlarının, algıladıkları özerklik desteği ile nasıl bir ilişkisi olduğu ve özerklik desteğinin düzeylerine göre anlamlı bir farklılık gösterip göstermediğini belirlemektir. Bu araştırma ilişkisel tarama modelinde bir çalışmadır. Çalışma grubunu 2012-2013 eğitim-öğretim yılında Gaziantep Üniversitesi Yabancı Diller Meslek Yüksek Okulunda öğrenim gören 414 öğrenci (198 kadın, 216 erkek) oluşturmaktadır. Verilerin toplanmasında İnglizce İle İlgili Öz Yeterlik İnancı Ölçeği ve Öğrenme İklimi Ölçeği kullanılmıştır.Toplanan verilerin normal dağılım özellikleri göstermemesinden dolayı veri analizinde parametrik olmayan testlerden Spearman Brown Sıra Farkları Korelasyon testi ile Kruskal Wallis testi kullanılmıştır. Korelasyon testi sonucu öğrencilerin dinleme-konuşma (r= 0.26, p<0.01) ve okuma-yazma (r=0.31, p<0.01) öz yeterlikleri ile algıladıkları özerklik desteği arasında pozitif yönlü ve anlamlı bir ilişki belirleniştir. Kruskal Walis testi sonucunda öğrencilerin İngilizce öz yeterliklerinin özerklik desteğinin seviyelerine göre anlamlı faklılık gösterdiği saptanmıştır. İngilizce dersinde öğretmenlerin sağlayacağı özerklik desteğinin öğrencilerin İngilizce öz yeterlik inançlarının geliştirilmesinde önemli bir değişken olabileceği sonucuna varılmıştır.
The purpose of this study is to investigate the relationship between students’ English reading-writing, speaking-listening skills, self-efficacy beliefs and perceived autonomy support and to investigate whether there is a meaningful difference between their self-efficacy beliefs based on the levels of perceived autonomy support. The survey research design was used in this study. The study group consisted of 414 freshmen students (198 female and 216 male) who study at the School of Languages at Gaziantep University at the term of 2012-2013 academic year. English Self-Efficacy Beliefs Questionnaire and Learning Climate Questionnaire were used to gather the data. Because the collected data was not normally distributed, Spearman Brown Rank-Order Correlation Test and Kruskal-Wallis H Test were employed to analyze it. As a result of analysis, it was found that there was a significant and positive relationship between students’ English listening-speaking (r= 0.26, p<0.01) and reading-writing (r=0.31, p<0.01) self-efficacy beliefs and perceived autonomy support, and there was a meaningful difference between students’ self efficacy beliefs based on the levels of perceived autonomy support. It was concluded that the autonomy support that the teachers would provide could be an important variable in developing students’ English self efficacybeliefs.
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