Ergenlerde Akademik Öz-Yeterlik, İçsel Motivasyon, Azim ve Psikolojik Dayanıklılığın İyi Oluş ile İlişkisinin İncelenmesi

Yıldız, Fatma; Kardaş, Ferhat

doi:10.33711/yyuefd.957391

Cited by 7 publications

(4 citation statements)

References 46 publications

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“…In addition, they found that the grit dimension of grit was a significant predictor of well-being. Yıldız (2019) states that the more grit an individual shows, the healthier emotional life he/she will have, and that grit will bring success and success will increase the psychological well-being of individuals. Deci and Ryan (2002) and Sheldon (2004) state that there is an autonomous, determined effort to achieve certain goals and well-being.…”

Section: Discussionmentioning

confidence: 99%

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Examination of Mental Well-Being Levels in Emerging Adulthood in Terms of Grit and Cognitive Flexibility

Deniz,

Ekinci

2024

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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The aim of this study is to examine the levels of mental well-being in emerging adulthood in terms of grit and cognitive flexibility. In the study, it was determined whether mental well-being differed significantly in terms of gender, class, general average and perceived socio-economic level variables. It was also examined whether grit and cognitive flexibility predict mental well-being levels. A correlational survey model was used in the study. The data of the study were collected with "Warwick-Edinburgh Mental Well-Being Scale", "Cognitive Flexibility Inventory", "Brief Grit Scale" and "Personal Information Form" developed by the researcher. In the analysis of the data, groups t-test and one-way analysis of variance were performed. Pearson product-moment correlation coefficient was calculated to determine the relationship between the variables. Multiple linear regression analysis was used to determine the extent to which the variables predicted mental well-being. According to the findings of the study, it was determined that there was a significant difference between the mental well-being levels of university students in emerging adulthood and their perceived socioeconomic levels. It was observed that there was a positive and moderately significant relationship between students' mental well-being levels and their levels of grit and cognitive flexibility. It was also found that grit and cognitive flexibility predicted mental well-being. It explains 33.5% of the total variance of grit and cognitive flexibility, which are predictor variables. Finally, the findings obtained in the study were discussed in line with the relevant literature and suggestions for both study and practice areas were presented.

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Section: Discussionmentioning

confidence: 99%

“…In a study conducted by Yıldız (2019) the primary objective was to investigate the interplay between academic self-efficacy, psychological resilience, intrinsic motivation, and grit in relation to well-being. The study also sought to delineate the extent of influence exerted by these variables on overall well-being.…”

Section: Introductionmentioning

confidence: 99%

Examination of Mental Well-Being Levels in Emerging Adulthood in Terms of Grit and Cognitive Flexibility

Deniz,

Ekinci

2024

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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“…Azimle ilgili yapılan çalışmalarda, azmin akademik başarı (Al-Mutawah ve Fateel, 2018;Bowman, Hill, Denson ve Bronkema, 2015;Calo, Judd, Chipchase, Blackstock ve Peiris, 2022;Pate, Payakachat, Harrell, Pate, Caldwell ve Franks, 2017;Postigo, Cuesta, Fernández-Alonso, García-Cueto ve Muñiz, 2021;Sukmana, Kosasi ve Sulastri, 2021;Tovar-García, 2017), öz yeterlik, öz düzenleme, motivasyon, üstbiliş (Li, Butz ve Rojas, 2018;Neroni, Meijs, Kirschner, Xu ve de Groot, 2022;Özhan, 2021;Rojas, Reser, Usher ve Toland, 2012;Yıldız, ve Kardaş, 2021;Wolters ve Hussain, 2015), öz kontrol (Duckworth ve Yeager, 2015;Oriol, Miranda, Oyanedel ve Torres, 2017), büyük beşli kişilik (Lin ve Chang, 2017), depresyon, anksiyete, stres (Jung vd., 2023;Lee, 2017;Özhan ve Boyacı, 2018;Sorjonen ve Melin, 2023) ve yaşam doyumu (Casali, Feraco ve Meneghetti, 2023;Saunders, Pick ve Lee, 2023) ile ilişkili olduğu belirlenmiştir. Keselman vd.…”

Section: Introductionunclassified

Azim İle İlgili Türkiye’de Yayınlanan Makale ve Tezler Üzerine Bir İnceleme

TOSUN SÜMER,

GÜVEN

2023

The Journal of International Lingual Social and Educational Sciences

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Bu çalışmanın amacı, azim ile ilgili Türkiye’de yayınlanan makale ve lisansüstü tezleri inceleyerek bu konudaki araştırma eğilimlerini belirlemektir. Bu amaç doğrultusunda ULAKBİM Ulusal Sosyal ve Beşeri Bilimler veri tabanının eğitim bilimleri kategorisinde, Gazi Üniversitesi kütüphanesi veri tabanı ve Google Scholar’da taranan makaleler ile YÖK Ulusal Tez Merkezi sisteminde kayıtlı lisansüstü tezler incelenmiş ve konuyla ilgili olarak 2010-2023 yılları arasında yayınlanan 16 makale ve 19 lisans üstü tez araştırma kapsamına alınmıştır. Makaleler incelenirken, dergi adı, yazar sayısı, yayın yılı, çalışma grubu, araştırma yöntemi, çalışma grubu büyüklüğü, istatistiksel teknikler ve konu olmak üzere 8 farklı tema içeren “Makale İnceleme Formu”; tezler incelenirken de tez türü, yayın yılı, çalışma grubu, araştırma yöntemi, çalışma grubu büyüklüğü, istatistiksel teknikler ve konu gibi 7 farklı tema içeren bir "Tez İnceleme Formu" kullanılmıştır. Çalışmada makale ve tezler, nitel araştırma yöntemlerinden doküman incelemesi kapsamında, içerik analizi kullanılarak incelenmiştir. Elde edilen sonuçlara göre, bu konudaki makalelerin en fazla 2020 ve 2022 yıllarında; tezlerin ise en fazla 2021 ve 2022 yıllarında yapıldığı görülmektedir. Makale ve tezlerin daha çok ilişkisel tarama türünde olduğu sonucuna ulaşılmıştır. Çalışma gruplarını makalelerde daha çok üniversite ve lise öğrencilerinin; tezlerde ise lise öğrencilerinin oluşturduğu görülmektedir. Çalışma grubu büyüklüğünün, makale ve tezlerde 201-600 katılımcı arasında yoğunlaştığı sonucuna ulaşılmıştır. Ayrıca, makalelerde en çok kullanılan istatistiksel teknikler, t testi, DFA, korelasyondur. Tezlerde ise t testi, ANOVA, ortalama/standart sapma, frekans/yüzdedir.

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“…When the related literature is reviewed, we can see that the number of studies that have been conducted on teacher candidates is high in number, and that the concept of self-efficacy has been studied by taking into account certain demographic variables (Bong, 2004;Ekici, 2012;Eroğlu & Yıldırım, 2018;Durdukoca, 2010;Oğuz, 2012;Polat et al, 2015). However, we can also observe that the relationship between academic efficacy and the following has been studied: various hidden variables (i.e., academic procrastination) (Albayrak, 2014;Ay et al,2019;Nurbanu & Kumcağız, 2019;Odacı & Çelik, 2011), academic motivation (Alemdağ et al, 2014Koca & Dadandı, 2019;Yıldız & Kardaş, 2021), self-esteem and selfcompassion (Yıldırım & Demir, 2017), and anxiety about one's social appearance (Tekeli, 2017). When we consider the research studies focusing on both academic dishonesty and academic self-efficacy (Duran, 2020;Saylık et al, 2021) and those on academic dishonesty and efficacy jointly (Amelia & Usman, 2020; Büyükgöze, 2017;Karimah & Khairani, 2020;Mustika et al, 2021;Nora & Zhang, 2010;Permatasari, 2017), we can observe that a negative correlation exists between the two.…”

Section: Introductionmentioning

confidence: 99%

The mediating role of academic self-efficacy between the answer-copying tendency and the fear of negative evaluation

ULUMAN MERT,

TUNÇ

2023

International Journal of Assessment Tools in Education

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The aim of this research study was to analyse the relationship among answer-copying tendency, academic self-efficacy, and fear of negative evaluation. To this end, we formed a structural equivalence model, and we evaluated the mediating role of academic self-efficacy between answer-copying tendency and fear of negative evaluation. A total of 562 university students participated in the study. We used the following as data collection tools: The Brief Fear of Negative Evaluation Scale, Academic Self-Efficacy Scale, and Answer-Copying Tendency Scale. For the analysis of the data, first the measurement model was tested, then the Structural Equation Model was established and estimations were made with Maximum Probability Estimation. According to the results, academic self-efficacy plays the role of a mediatory variable between fear of negative evaluation and answer-copying tendency. As can be seen from the impact of fear of negative evaluation on answer-copying tendency, there is a meaningful, positive correlation between the two variables. When we included academic self-efficacy in the model as a mediatory variable, we observed that the relationship between fear of negative evaluation and answer-copying tendency weakened and became less noteworthy. In the light of these observations, we can assert that the tendency of individuals with high academic self-efficacy to cheat in academic contexts is lower even if they have a fear of negative evaluation.

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Ergenlerde Akademik Öz-Yeterlik, İçsel Motivasyon, Azim ve Psikolojik Dayanıklılığın İyi Oluş ile İlişkisinin İncelenmesi

Cited by 7 publications

References 46 publications

Examination of Mental Well-Being Levels in Emerging Adulthood in Terms of Grit and Cognitive Flexibility

Examination of Mental Well-Being Levels in Emerging Adulthood in Terms of Grit and Cognitive Flexibility

Azim İle İlgili Türkiye’de Yayınlanan Makale ve Tezler Üzerine Bir İnceleme

The mediating role of academic self-efficacy between the answer-copying tendency and the fear of negative evaluation

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