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TUTUM - BAŞARI PARADOKSUNDA TEPKİ STİLLERİNİN ROLÜ: DOKUZ ÜLKENİN KARŞILAŞTIRILMASI

Year 2018, Volume: 18 Issue: 2, 932 - 952, 06.06.2018

Münevver İlgün Dibek Hatice Çiğdem Yavuz Ömay Çokluk Bökeoğlu

https://doi.org/10.17240/aibuefd.2018..-400745

Abstract

Bireylerin ölçekte yer alan maddelere yanıt verirken kullandıkları
tepki stilleri, özellikle uluslararası çalışmalarda geçerlik için tehdit
oluşturabilmektedir. Bu bağlamda bu çalışmanın amacı, PISA 2012 uygulamasına
katılan öğrencilerin tepki stillerini incelemek ve ülkelere göre tepki
stillerinin sınıflamasını yapmaktır. Çalışmada ele alınan tepki stilleri; uç
tepki, kabullenici tepki ve kabullenici olmayan tepki stilleridir. Çalışmaya,
PISA 2012 uygulamasına katılan dokuz ülkeden toplam 32540 öğrenci dâhil
edilmiştir. Ülkelerin seçiminde öğrencilerin okulda kendilerini mutlu
hissetmesi ile PISA matematik okuryazarlığı performansı ölçütleri dikkate
alınmıştır. Öğrencilerin tepki stilleri; Okula Aidiyet ile Okula Karşı Tutum
ölçeklerinden elde edilen veriler üzerinde incelenmiştir. Verilerin analizinde
tek yönlü varyans ve kümeleme analizleri kullanılmıştır. Araştırmanın
bulgularına göre uç tepki vermeye eğilimli olan ülkeler Türkiye, Kolombiya,
Estonya ve Birleşik Arap Emirliği (Dubai)’dir. Bunun yanı sıra, kabullenici
yönde tepki vermeye eğilimli olan ülkeler; Kolombiya, Endonezya ve Birleşik
Arap Emirliği iken, kabullenici olmayan yönde tepki vermeye eğilimli olan
ülkeler; Kore, Estonya ve Finlandiya’dır.

Keywords

Tepki stilleri tutum-başarı paradoksu PISA

References

  • Arastaman, G. (2006). Lise birinci sınıf öğrencilerinin okula bağlanma durumlarına ilişkin öğrenci, öğretmen ve yöneticilerin görüşleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 26, 102-112.
  • Bachman, J. G., & O’Malley, P. M. (1984). Yea-saying, nay-saying, and going to extremes: Black-white differences in response styles. Public Opinion Quarterly, 48, 491-509.
  • Baumgartner, H., & Steenkamp, J. B. E. M. (2001). Response styles in marketing research: A cross-national investigation. Journal of Marketing Research, 38(2), 143–156.
  • Buckley, J. (2009). Cross-national response styles in international educational assessment: Evidence from PISA 2006. Retrieved March 22, from NCES Conference on the Program for International Student Assessment What we can learn from. Web site: https://edsurvey.rti.org/PISA/
  • Candeias, A. A., Rebelo, N., & Oliveira, M. (2011). Student attitudes toward learning and school Study of exploratory models about the effects of socio-demographics and personal attributes. Retrieved March 5, from Proceedings of London International Conference on Education Web site: https://pdfs.semanticscholar.org/f728/910655d6b5b31d3470afc75eb4299e372b19.pdf
  • Chun, K. T., Campbell, J. B., & Yoo, J.H. (1974). Extreme response style in cross-cultural research. Journal of Cross-Cultural Psychology, 5(4), 465-480.
  • Clarke III, I. (2000). Extreme response style in cross-cultural research. Journal of Social Behavior and Personality, 15(1), 137-152.
  • Cronbach, L. J. (1946). Response sets and test validity. Educational and Psychological Measurement, 6, 475–494.
  • Çokluk, Ö., Şekercioğlu G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik Spss ve Lisrel uygulamaları. Pegem Akademi, Ankara.
  • Durvasula, S. Brennan,E.A ve Lysonski, S.(2015).Impact of Stylistic Responses on Mean and Covariance Structure Analysis in Cross-National Research. The Journal of Global Business Management, 11(1),156-165.
  • Fischer, R., Fontaine, J. R. J., Van de Vijver, F. J. R., & Van Hemert, D. A. (2009). What is style and what is bias in cross-cultural comparisons? An examination of acquiescent response styles in cross-cultural research. In A. Gari & K. Mylonas (Eds.), Quod erat demonstrandum: From Herodotus’ ethnographic journeys to cross-cultural research. Athens: Atropos Editions.
  • Fraenkel, J. R., & Wallen, N. E. (1993). How to design and evaluate research in education. New York: McGraw-Hill.
  • Grimm, S. D., & Church, A. T. (1999). A cross-cultural study of response biases in personality measures. Journal of Research in Personality, 33, 415-441.
  • Han, J. & Kamber, M. (2001). Data mining concepts and techniques. Waltham, USA: Morgan Kaufmann Publishers Inc.
  • Harumi, C. A. (2011). Cross-cultural differences in response styles. Retrieved from ProQuest Dissertations & Theses. (AAT 3460391).
  • Harzing, A. (2006). Response styles in cross-national survey research. International Journal of Cross Cultural Management, 6, 243-265.
  • He, J., Bartram, D., Inceoglu, I., & van de Vijver, F. J. R. (2014). Response styles and personality traits: A multilevel analysis. Journal of Cross-Cultural Psychology, 45, 1028-1045.
  • Hofstede, G. H. (2001). Cultures consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Thousand Oaks, California: Sage Publications, Inc.
  • Hui, C. H., & Triandis, H.C. (1989). Effects of culture and response format on extreme response style. Journal of Cross-Cultural Psychology, 20(3), 296-309.
  • Johnson, T. P., Kulesa, P., Cho, Y. I., & Shavitt, S. (2005). The relation between culture and response styles: Evidence from 19 countries. Journal of Cross-Cultural Psychology, 36(2), 264–277.
  • Kayri, M. (2009). Araştırmalarda gruplar arası farkın belirlenmesine yönelik çoklu karşılaştırma (post-hoc) teknikleri. Fırat Üniversitesi Sosyal Bilimler Dergisi, 19(1), 51-64.
  • Lu, Y., & Bolt, D. M. (2015). Examining the attitude-achievement paradox in PISA using a multilevel multidimensional IRT model for extreme response style. Large-scale Assessments in Education, 3(2), 1-18.
  • Maechler, M., Rousseeuw, P., Struyf, A., Hubert, M., Hornik, K., Studer, M. et al. (2016). Finding groups in data: Cluster analysis extended Rousseeuw et al. Retrieved from April, 13, from Cran Project Web Web site: http://cran.r-project.org/web/packages/cluster/index.html.
  • Marsh, H. W, Seaton, M., Trautwein, U., Ludtke, O., Hau, K.T., O’Mara, A. J., & Craven, R. G. (2008). The big fish little pond effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20, 319–350.
  • Marsh, H. W., Trautwein, U., Lüdkte, O., Köller, O., & Baumert, J. (2005). Academic self-concept, interest, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76(2), 397-416.
  • Messick, S. (1968). Response sets. Retrieved Februay 10 from Internationals Encyclopedia of the Social Sciences Web site:http://www.encyclopedia.com/doc/1G2-3045001063.html
  • Min, I., Cortina, K. S., & Miller, K. F. (2016). Modesty bias and the attitude-achievement paradox across nations: A reanalysis of TIMSS. Learning and Individual Differences, 51, 359-366.
  • Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barrett, K. C. (2004). SPSS for introductory statistics: Use and interpretation (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
  • OECD. (2013). PISA 2012 results: Ready to learn students’ engagement, drive and self-beliefs.Volume III. OECD Publishing.
  • OECD. (2014). PISA 2012 Results in focus what 15-year-olds know and what they can do with what they know. OECD Publishing.
  • OECD. (2015). PISA in Focus: Do teacher-student relations affect students’ well-being at school? OECD Publishing.
  • Pesonen, J., & Honkanen, A. (2014). Using cluster analysis to segment tourists: response-style effects. Matkailututkimus, 11(2), 8-24.
  • Savi, F. (2011). Ergenler ve çocuklar için Okula Bağlanma Ölçeği: Geçerlik ve güvenirlik çalışması. İlköğretim Online, 10(1), 80-90.
  • Tabachnick, B. G., & Fidell, L. S. (1996). Using multivariate statistics (3rd ed.). New York: Harper Collins
  • Tatlıdil, H. (2002). Uygulamalı çok değişkenli istatistiksel analiz. Ankara: Akademi Matbaası.
  • United Arab Emirates Ministry of Education. (2013). PISA 2012 results preparedness for life: Skills at age 15 in the UAE. Assessment Department publishing.
  • Van de Gaer, E. & R. Adams (2010, May). The modeling of response style bias: An answer to the attitude-achievement paradox?. Paper presented at the annual conference of the American Educational Research Association, Denver, Colorado, USA.
  • Van Herk, H., Poortinga, Y. H., & Verhallen, T. M. M. (2004). Response styles in rating scales: Evidence of method bias in data from six EU countries. Journal of Cross-Cultural Psychology, 35, 346-360.

Year 2018, Volume: 18 Issue: 2, 932 - 952, 06.06.2018

Münevver İlgün Dibek Hatice Çiğdem Yavuz Ömay Çokluk Bökeoğlu

https://doi.org/10.17240/aibuefd.2018..-400745

Abstract

References

  • Arastaman, G. (2006). Lise birinci sınıf öğrencilerinin okula bağlanma durumlarına ilişkin öğrenci, öğretmen ve yöneticilerin görüşleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 26, 102-112.
  • Bachman, J. G., & O’Malley, P. M. (1984). Yea-saying, nay-saying, and going to extremes: Black-white differences in response styles. Public Opinion Quarterly, 48, 491-509.
  • Baumgartner, H., & Steenkamp, J. B. E. M. (2001). Response styles in marketing research: A cross-national investigation. Journal of Marketing Research, 38(2), 143–156.
  • Buckley, J. (2009). Cross-national response styles in international educational assessment: Evidence from PISA 2006. Retrieved March 22, from NCES Conference on the Program for International Student Assessment What we can learn from. Web site: https://edsurvey.rti.org/PISA/
  • Candeias, A. A., Rebelo, N., & Oliveira, M. (2011). Student attitudes toward learning and school Study of exploratory models about the effects of socio-demographics and personal attributes. Retrieved March 5, from Proceedings of London International Conference on Education Web site: https://pdfs.semanticscholar.org/f728/910655d6b5b31d3470afc75eb4299e372b19.pdf
  • Chun, K. T., Campbell, J. B., & Yoo, J.H. (1974). Extreme response style in cross-cultural research. Journal of Cross-Cultural Psychology, 5(4), 465-480.
  • Clarke III, I. (2000). Extreme response style in cross-cultural research. Journal of Social Behavior and Personality, 15(1), 137-152.
  • Cronbach, L. J. (1946). Response sets and test validity. Educational and Psychological Measurement, 6, 475–494.
  • Çokluk, Ö., Şekercioğlu G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik Spss ve Lisrel uygulamaları. Pegem Akademi, Ankara.
  • Durvasula, S. Brennan,E.A ve Lysonski, S.(2015).Impact of Stylistic Responses on Mean and Covariance Structure Analysis in Cross-National Research. The Journal of Global Business Management, 11(1),156-165.
  • Fischer, R., Fontaine, J. R. J., Van de Vijver, F. J. R., & Van Hemert, D. A. (2009). What is style and what is bias in cross-cultural comparisons? An examination of acquiescent response styles in cross-cultural research. In A. Gari & K. Mylonas (Eds.), Quod erat demonstrandum: From Herodotus’ ethnographic journeys to cross-cultural research. Athens: Atropos Editions.
  • Fraenkel, J. R., & Wallen, N. E. (1993). How to design and evaluate research in education. New York: McGraw-Hill.
  • Grimm, S. D., & Church, A. T. (1999). A cross-cultural study of response biases in personality measures. Journal of Research in Personality, 33, 415-441.
  • Han, J. & Kamber, M. (2001). Data mining concepts and techniques. Waltham, USA: Morgan Kaufmann Publishers Inc.
  • Harumi, C. A. (2011). Cross-cultural differences in response styles. Retrieved from ProQuest Dissertations & Theses. (AAT 3460391).
  • Harzing, A. (2006). Response styles in cross-national survey research. International Journal of Cross Cultural Management, 6, 243-265.
  • He, J., Bartram, D., Inceoglu, I., & van de Vijver, F. J. R. (2014). Response styles and personality traits: A multilevel analysis. Journal of Cross-Cultural Psychology, 45, 1028-1045.
  • Hofstede, G. H. (2001). Cultures consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Thousand Oaks, California: Sage Publications, Inc.
  • Hui, C. H., & Triandis, H.C. (1989). Effects of culture and response format on extreme response style. Journal of Cross-Cultural Psychology, 20(3), 296-309.
  • Johnson, T. P., Kulesa, P., Cho, Y. I., & Shavitt, S. (2005). The relation between culture and response styles: Evidence from 19 countries. Journal of Cross-Cultural Psychology, 36(2), 264–277.
  • Kayri, M. (2009). Araştırmalarda gruplar arası farkın belirlenmesine yönelik çoklu karşılaştırma (post-hoc) teknikleri. Fırat Üniversitesi Sosyal Bilimler Dergisi, 19(1), 51-64.
  • Lu, Y., & Bolt, D. M. (2015). Examining the attitude-achievement paradox in PISA using a multilevel multidimensional IRT model for extreme response style. Large-scale Assessments in Education, 3(2), 1-18.
  • Maechler, M., Rousseeuw, P., Struyf, A., Hubert, M., Hornik, K., Studer, M. et al. (2016). Finding groups in data: Cluster analysis extended Rousseeuw et al. Retrieved from April, 13, from Cran Project Web Web site: http://cran.r-project.org/web/packages/cluster/index.html.
  • Marsh, H. W, Seaton, M., Trautwein, U., Ludtke, O., Hau, K.T., O’Mara, A. J., & Craven, R. G. (2008). The big fish little pond effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20, 319–350.
  • Marsh, H. W., Trautwein, U., Lüdkte, O., Köller, O., & Baumert, J. (2005). Academic self-concept, interest, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76(2), 397-416.
  • Messick, S. (1968). Response sets. Retrieved Februay 10 from Internationals Encyclopedia of the Social Sciences Web site:http://www.encyclopedia.com/doc/1G2-3045001063.html
  • Min, I., Cortina, K. S., & Miller, K. F. (2016). Modesty bias and the attitude-achievement paradox across nations: A reanalysis of TIMSS. Learning and Individual Differences, 51, 359-366.
  • Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barrett, K. C. (2004). SPSS for introductory statistics: Use and interpretation (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
  • OECD. (2013). PISA 2012 results: Ready to learn students’ engagement, drive and self-beliefs.Volume III. OECD Publishing.
  • OECD. (2014). PISA 2012 Results in focus what 15-year-olds know and what they can do with what they know. OECD Publishing.
  • OECD. (2015). PISA in Focus: Do teacher-student relations affect students’ well-being at school? OECD Publishing.
  • Pesonen, J., & Honkanen, A. (2014). Using cluster analysis to segment tourists: response-style effects. Matkailututkimus, 11(2), 8-24.
  • Savi, F. (2011). Ergenler ve çocuklar için Okula Bağlanma Ölçeği: Geçerlik ve güvenirlik çalışması. İlköğretim Online, 10(1), 80-90.
  • Tabachnick, B. G., & Fidell, L. S. (1996). Using multivariate statistics (3rd ed.). New York: Harper Collins
  • Tatlıdil, H. (2002). Uygulamalı çok değişkenli istatistiksel analiz. Ankara: Akademi Matbaası.
  • United Arab Emirates Ministry of Education. (2013). PISA 2012 results preparedness for life: Skills at age 15 in the UAE. Assessment Department publishing.
  • Van de Gaer, E. & R. Adams (2010, May). The modeling of response style bias: An answer to the attitude-achievement paradox?. Paper presented at the annual conference of the American Educational Research Association, Denver, Colorado, USA.
  • Van Herk, H., Poortinga, Y. H., & Verhallen, T. M. M. (2004). Response styles in rating scales: Evidence of method bias in data from six EU countries. Journal of Cross-Cultural Psychology, 35, 346-360.
There are 38 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Münevver İlgün Dibek This is me

Hatice Çiğdem Yavuz

Ömay Çokluk Bökeoğlu

Publication Date June 6, 2018
Submission Date November 28, 2017
Published in Issue Year 2018 Volume: 18 Issue: 2

Cite

APA İlgün Dibek, M., Yavuz, H. Ç., & Çokluk Bökeoğlu, Ö. (2018). TUTUM - BAŞARI PARADOKSUNDA TEPKİ STİLLERİNİN ROLÜ: DOKUZ ÜLKENİN KARŞILAŞTIRILMASI. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 932-952. https://doi.org/10.17240/aibuefd.2018..-400745