Predictive Analysis Among Thinking Styles, Goal Orientations and Academic Achievement of Student Teachers

Abstract

S Student teachers' developmental characteristics and tendencies are important sources of personal differences in self-regulation processes and well being which affect behavioral reactions of students in and out of school settings. Thinking styles and goal orientations can be seen as two of those individual-differences. In the literature, each of these constructs and their relationships with academic achievement have been examined extensively. However, the relationships between the two constructs and the predictive power of them on academic achievement have not been investigated yet, except the study of Fan and Zhang (2009). On the other hand, researchers and educators need to understand and explain the quality of the students' performances by the nature of the relations of various theories addressing the learning behavior. It is also important for teacher educators to understand how their students learn and perform in order to find efficient ways for Bu araflt›rman›n amac›, ö¤retmen adaylar›nda düflünme stillerinin amaç yö-nelimleri ve her iki de¤iflkenin birlikte akademik baflar› üzerindeki yorday›-c› etkilerini incelemektir. Araflt›rmaya Pamukkale Üniversitesi E¤itim Fakültesi'nde farkl› bölümlerde ö¤renim gören 270 ö¤renci kat›lm›flt›r. Veri toplama araçlar› olarak Düflünme Stilleri ve Amaç Yönelimleri Ölçekleri ile Kiflisel Bilgi Formu kullan›lm›flt›r. Korelasyon analizi sonuçlar› düflün-me stilleri, amaç yönelimleri ve akademik baflar› aras›nda anlaml› iliflkiler oldu¤unu göstermifltir. Yap›lan regresyon analizinde düflünme stillerinin amaç yönelimlerini ve her iki de¤iflkenin birlikte akademik baflar›y› anlaml› olarak yordad›¤› görülmüfltür. Bu ba¤lamda I. Tip düflünme stillerinden hiyerarflik ve liberal stiller ö¤renme amaç yöneliminin, yarg›sal stil ise performans amaç yöneliminin; II. Tip düflünme stillerinden muhafazakar dü-flünme stili kaç›nma amaç yöneliminin anlaml› yorday›c›lar› olmufltur. Ayr›ca, akademik baflar›n›n en güçlü yorday›c›lar›n›n ö¤renme ve kaç›nma amaç yönelimleri oldu¤u bulgulanm›flt›r. Araflt›rmada, elde edilen sonuçlar e¤itimciler aç›s›ndan tart›fl›lm›fl ve önerilerde bulunulmufltur.Anahtar sözcükler: Akademik baflar›, amaç yönelimleri, düflünme stilleri.The aim of this study was to investigate the predictive power of the student teachers' thinking styles on their goal orientations and the predictive power of both thinking styles and goal orientations on their academic achievement. The participants were 270 undergraduate students studying in different departments of the Faculty of Education at Pamukkale University. Thinking Styles, Goal Orientations Inventories and Demographic Information Sheet were used to gather the data. The results of the correlational analysis show significant relationships among thinking styles, goal orientations and academic achievement. Regression analysis indicates that thinking styles predict goal orientations and goal orientations together with thinking styles predict academic achievement. In that sense, hierarchical and liberal Type I thinking styles a...

Lise Öğrencilerinin Düşünme Stilleri ile Çevresel Bakış Açıları Arasındaki İlişki

“…Cronbach'ın alfa iç tutarlılık katsayısı 0.46 olarak hesaplanmıştır (Taşkın, 2009). SWDS ölçeği, Zihinsel Benlik-Yönetimi Kuramı doğrultusunda Sternberg ve Wagner (1992) tarafından geliştirilerek Buluş (2006) tarafından Türkçe'ye uyarlanmıştır. SWDS ölçeği, 5 boyut 13 alt boyuta sahip 104 maddeden oluşmaktadır.…”

Thinking styles and their relationship with self-efficacy among deaf and hard-of-hearing adolescent students

“…Such tasks may also help students experience a sense of achievement, which will reflect positively on their self-efficacy (Cuevas et al, 2019 ). Several studies have also reported that this thinking style could be beneficial for excellence in personal or academic pursuits (e.g., Bulus, 2016 ; Fatemi & Heidarie, 2016 ; Xie et al, 2013 ) which are key determinants of self-efficacy in DHH students as well (Cuevas et al, 2019 ). Therefore, adolescent students in general, and those with hearing impairments in particular, are advised to proactively practice Type I thinking styles, such as dealing with unstructured tasks, seeking new information, and multi-tasking.…”

Exploring the Correlation between Thinking Styles and Social and Academic Integration in English Major Students

“…Literature shows that thinking styles are teachable, measurable, and variable across tasks and situations, marking the dialogic character of thinking styles (Buluş, 2016;Sternberg, 1997). Therefore, education planners should focus on how best to teach and them which ones to teach.…”

“…Thinking styles are learned over time within the influence of culture, parenting styles, schooling, or occupation. Moreover, Buluş (2016) suggests that they are teachable, measurable and variable across tasks and situations. This indicated the dialogic aspect of thinking styles, implying that they are affected by environmental factors (Sternberg, 1997).…”