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Journals / Eğitim ve Bilim / 2011 / Cilt: 36 - Sayı: 160

İlköğretim öğrencilerinin başarı seçimi beklenti değeri modeli ve sınıf-içi rahatsız edici davranışlar

Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students

Bülent AĞBUCA
Pages
24–37
Publication Date
2022-10-18
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Because this study represents the first attempt to examine the relationships among expectancy beliefs, task values and student self-reported disruptive behaviors in a physical education/activity setting, more research is needed to confirm or refute this finding.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to examine the relationships among elementary school level boys and girls’ expectancy beliefs, subjective task values, and their disruptive behaviors in a physical education program.
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Key Findings & Data:One hundred and thirty one students (56 boys and 75 girls) in grades 3, 4, 5, and 6 completed questionnaires assessing their expectancy beliefs, subjective task values and self-reported disruptive behaviors.
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Conclusion & Impact:Because this study represents the first attempt to examine the relationships among expectancy beliefs, task values and student self-reported disruptive behaviors in a physical education/activity setting, more research is needed to confirm or refute this finding.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The purpose of this study is to examine the relationships among elementary school level boys and girls’ expectancy beliefs, subjective task values, and their disruptive behaviors in a physical education program. One hundred and thirty one students (56 boys and 75 girls) in grades 3, 4, 5, and 6 completed questionnaires assessing their expectancy beliefs, subjective task values and self-reported disruptive behaviors. The result of this research revealed no gender differences for these variables. Results also indicated that there were no significant relationships between expectancy-value of achievement choice and students’ disruptive behaviors for both gender. Because this study represents the first attempt to examine the relationships among expectancy beliefs, task values and student self-reported disruptive behaviors in a physical education/activity setting, more research is needed to confirm or refute this finding.

Özet

Bu çalışmanın amacı, ilköğretim okulu erkek ve kız öğrencilerinin “beklenti inançları”, “öznel görev değerleri” ve “sınıf-içi rahatsız edici davranışları” arasındaki ilişkileri incelemektir. Araştırma, ilköğretim 3., 4., 5. ve 6. sınıflara devam eden 131 öğrenci (56 erkek ve 75 kız) ile yapılmış ve “beklenti inançları”, “öznel görev değerleri” ve “sınıf-içi rahatsız edici davranışları” değerlendiren anketleri tamamlandırılmıştır.Bu çalışmanın sonunda erkek ve kız öğrenciler açısından bu değişkenlerde bir farklılık görülmemiştir. Her iki cinsiyet için “başarı seçimi beklenti değeri” ve “sınıf-içi rahatsız edici davranışlar” arasındaki ilişkinin istatistik olarak önemi bulunmamasına rağmen,bu ilişkinin negatif bir ilişki olduğu tespit edilmiştir. Bu çalışma ilköğretim okulu erkek ve kız öğrencilerinin “beklenti inançları”, “öznel görev değerleri” ve “sınıf-içi rahatsız edici davranışları” arasındaki ilişkiyi inceleyen ilk çalışma olduğu için gelecekte bu konu üzerinde aynı ya da farklı eğitim ortamlarında araştırmaların tekrar edilmesi gerekmektedir. Sonuç olarak, bu çalışma,“beklenti inançları” ve “öznel görev değerlerinin” öğrencilerin derslere katılımlarını etkileyen önemli belirleyiciler olduğunu belirtmektedir.

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Cite This Article

AĞBUCA, B. (2022). İlköğretim öğrencilerinin başarı seçimi beklenti değeri modeli ve sınıf-içi rahatsız edici davranışlar. Eğitim ve Bilim, Cilt: 36 - Sayı: 160, 24–37. https://ajindex.com/articles/497691

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