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Year 2020, Volume: 7 Issue: 3, 46 - 57, 12.09.2020

Hüseyin Çalışkan Çağla Karademir Alpay Aksin

Abstract

References

  • Brislin, R. W. (1980). Translation and content analysis of oral and written material. Handbook of Cross-Cultural Psychology, 2(2), 349–444.
  • Budak, S. (2005). Psikoloji sözlüǧü. Ankara: Bilim ve Sanat Yayınları.
  • Çalışkan, H., & Karademir, Ç. (2014). Değer Yönelimleri Ölçeğinin Türkçe’ye uyarlanması [Adaptation of the Value Orientation Scale into the Turkish Language]., Journal of Values Education, 12(28), 47–68.
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). New York: Routledge.
  • Dietz, F., Hofer, M., & Fries, S. (2007). Individual values, learning routines and academic procrastination. British Journal of Educational Psychology, 77(4), 893–906. doi:10.1348/000709906X169076
  • Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14(1), 10–43. doi:10.1177/0743558499141003
  • Fries, S., Schmid, S., Dietz, F., & Hofer, M. (2005). Conflicting values and their impact on learning. European Journal of Psychology of Education, 20(3), 259–273.
  • Güngör, E. (2000). Değerler psikolojisi üzerinde araştırmalar: Ahlâk psikolojisi, ahlâkî değerler ve ahlâkî gelişme [Research on the psychology of values: Moral psychology, moral values and moral development]. İstanbul: Ötüken.
  • Hofer, M., Schmid, S., Fries, S., Dietz, F., Clausen, M., & Reinders, H. (2007). Individual values, motivational conflicts, and learning for school. Learning and Instruction, 17(1), 17–28.
  • Hofer, M., Schmid, S., Fries, S., Zivkovic, I., & Dietz, F. (2009). Value orientations and studying in school– leisure conflict: A study with samples from five countries. Learning and Individual Differences, 19(1), 101–112.
  • Inglehart, R. (1997). Modernization and postmodernization (5th ed.). Princeton: Princeton University Press.
  • Inglehart, R. (2015). The silent revolution: Changing values and political styles among western publics. Princeton: Princeton University Press.
  • Karaca, R. (2008). İlahiyat Fakültesi öğrencilerinin değer yönelimleri [Divinity faculty students’ value priorities]. (Master’s Thesis). Marmara University, Istanbul.
  • Kilian, B., Hofer, M., & Kuhnle, C. (2010). Value orientations as determinants and outcomes of conflicts between on-task and off-task actions in the classroom. Learning and Individual Differences, 20(5), 501– 506.
  • Kuhnle, C., Hofer, M., & Kilian, B. (2010). The relationship of value orientations, self-control, frequency of school–leisure conflicts, and life-balance in adolescence. Learning and Individual Differences, 20(3), 251– 255.
  • Lens, W., Lacante, M., Vansteenkiste, M., & Herrera, D. (2005). Study persistence and academic achievement as a function of the type of competing tendencies. European Journal of Psychology of Education, 20(3), 275–287.
  • Rokeach, M. (1973). The nature of human values. New York: Free Press.
  • Schmid, S., Hofer, M., Dietz, F., Reinders, H., & Fries, S. (2005). Value orientations and action conflicts in students’ everyday life: An interview study. European Journal of Psychology of Education, 20(3), 243–257.
  • Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 25, pp. 1–65). doi:10.1016/S0065-2601(08)60281-6
  • Schwartz, S. H. (1996). Value priorities and behavior: Applying a theory of integrated value systems. In C. Seligman, J. M. Olson, & M. P. Zanna (Eds.), The psychology of values: The Ontario symposium (pp. 1–24). Hillsdale, NJ, US: Lawrence Erlbaum Associates, Inc.
  • Schwartz, S. H. (2007). Basic human values: Theory, measurement, and applications. Revue française de sociologie, 47(4), 929–968
  • Schwartz, S. H. (2012). An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture, 2(1), 11.
  • Tentama, F., Subardjo, & Abdillah, M. H. (2019). Motivation to learn and social support determine employability among vocational high school students. International Journal of Evaluation and Research in Education (IJERE), 8(2), 237–242. https://doi.org/10.11591/ijere.v8i2.18188
  • Uncu, Ü. (2008). Öğretmen ve eğitim yöneticilerinin değer yönelimlerinin çok boyutlu olarak incelenmesi (İstanbul ili örneği) [The multi-faceted analysis of ’the value intensions? For teachers and executives (the sample for Istanbul City)]. (Master’s Thesis). Yeditepe University, Istanbul.
  • Uyguç, N. (2003). Cinsiyet, bireysel değerler ve meslek seçimi [Gender, personal values and choice of profession]. Dokuz Eylul University Faculty of Economics and Administrative Sciences Journal, 18(1), 93– 104.
  • Verplanken, B., & Holland, R. W. (2002). Motivated decision making: Effects of activation and self-centrality of values on choices and behavior. Journal of Personality and Social Psychology, 82(3), 434–447. doi:10.1037/0022-3514.82.3.434
  • Yalmancı, R. (2009). Öğretmen adaylarının değer yönelimlerinin çeşitli değişkenler açısından incelenmesi [Investigation of preservice teachers’ tendency of value with regard to several variables]. (Master’s Thesis). Zonguldak Karaelmas University, Zonguldak.

Analysis of Motivational Action Conflict Frequency of Turkish High School Students in Terms of Value Orientation

Year 2020, Volume: 7 Issue: 3, 46 - 57, 12.09.2020

Hüseyin Çalışkan Çağla Karademir Alpay Aksin

Abstract

This study was designed to investigate to association between motivational action conflict frequency
and value orientation as well as sociodemographic correlates of value orientation among Turkish
high school students. Participants consisted of 846 students in different high schools from Marmara
Region of Turkey and completed Motivational Action Conflict Frequency Survey and Value
Orientation Scale. Results of this study suggested that students have average well-being value
orientation and low achievement value orientation. There was no significant association between
achievement and well-being value orientation and school-leisure time conflict; however, a weak and
positive significant relationship exist between achievement value orientation and school time-school
time conflict and leisure time-leisure time conflict, and there was a negative low-level significant
relationship between well-being value orientation and school time-school time conflict and leisure
time-leisure time conflict. The students’ achievement and well-being value orientation were
significantly different based on gender and daily studying times. Well-being value orientation
associated with high school type, but no significant difference found in achievement value
orientation. Lastly, there was no significant difference in value orientation in terms of grade level.
The results of this study may also help to understand the correlates of value orientation and
motivational conflict frequency in Turkish literature where a very limited number of studies have
been conducted.

Keywords

motivational action conflict value orientation adolescence

References

  • Brislin, R. W. (1980). Translation and content analysis of oral and written material. Handbook of Cross-Cultural Psychology, 2(2), 349–444.
  • Budak, S. (2005). Psikoloji sözlüǧü. Ankara: Bilim ve Sanat Yayınları.
  • Çalışkan, H., & Karademir, Ç. (2014). Değer Yönelimleri Ölçeğinin Türkçe’ye uyarlanması [Adaptation of the Value Orientation Scale into the Turkish Language]., Journal of Values Education, 12(28), 47–68.
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). New York: Routledge.
  • Dietz, F., Hofer, M., & Fries, S. (2007). Individual values, learning routines and academic procrastination. British Journal of Educational Psychology, 77(4), 893–906. doi:10.1348/000709906X169076
  • Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14(1), 10–43. doi:10.1177/0743558499141003
  • Fries, S., Schmid, S., Dietz, F., & Hofer, M. (2005). Conflicting values and their impact on learning. European Journal of Psychology of Education, 20(3), 259–273.
  • Güngör, E. (2000). Değerler psikolojisi üzerinde araştırmalar: Ahlâk psikolojisi, ahlâkî değerler ve ahlâkî gelişme [Research on the psychology of values: Moral psychology, moral values and moral development]. İstanbul: Ötüken.
  • Hofer, M., Schmid, S., Fries, S., Dietz, F., Clausen, M., & Reinders, H. (2007). Individual values, motivational conflicts, and learning for school. Learning and Instruction, 17(1), 17–28.
  • Hofer, M., Schmid, S., Fries, S., Zivkovic, I., & Dietz, F. (2009). Value orientations and studying in school– leisure conflict: A study with samples from five countries. Learning and Individual Differences, 19(1), 101–112.
  • Inglehart, R. (1997). Modernization and postmodernization (5th ed.). Princeton: Princeton University Press.
  • Inglehart, R. (2015). The silent revolution: Changing values and political styles among western publics. Princeton: Princeton University Press.
  • Karaca, R. (2008). İlahiyat Fakültesi öğrencilerinin değer yönelimleri [Divinity faculty students’ value priorities]. (Master’s Thesis). Marmara University, Istanbul.
  • Kilian, B., Hofer, M., & Kuhnle, C. (2010). Value orientations as determinants and outcomes of conflicts between on-task and off-task actions in the classroom. Learning and Individual Differences, 20(5), 501– 506.
  • Kuhnle, C., Hofer, M., & Kilian, B. (2010). The relationship of value orientations, self-control, frequency of school–leisure conflicts, and life-balance in adolescence. Learning and Individual Differences, 20(3), 251– 255.
  • Lens, W., Lacante, M., Vansteenkiste, M., & Herrera, D. (2005). Study persistence and academic achievement as a function of the type of competing tendencies. European Journal of Psychology of Education, 20(3), 275–287.
  • Rokeach, M. (1973). The nature of human values. New York: Free Press.
  • Schmid, S., Hofer, M., Dietz, F., Reinders, H., & Fries, S. (2005). Value orientations and action conflicts in students’ everyday life: An interview study. European Journal of Psychology of Education, 20(3), 243–257.
  • Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 25, pp. 1–65). doi:10.1016/S0065-2601(08)60281-6
  • Schwartz, S. H. (1996). Value priorities and behavior: Applying a theory of integrated value systems. In C. Seligman, J. M. Olson, & M. P. Zanna (Eds.), The psychology of values: The Ontario symposium (pp. 1–24). Hillsdale, NJ, US: Lawrence Erlbaum Associates, Inc.
  • Schwartz, S. H. (2007). Basic human values: Theory, measurement, and applications. Revue française de sociologie, 47(4), 929–968
  • Schwartz, S. H. (2012). An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture, 2(1), 11.
  • Tentama, F., Subardjo, & Abdillah, M. H. (2019). Motivation to learn and social support determine employability among vocational high school students. International Journal of Evaluation and Research in Education (IJERE), 8(2), 237–242. https://doi.org/10.11591/ijere.v8i2.18188
  • Uncu, Ü. (2008). Öğretmen ve eğitim yöneticilerinin değer yönelimlerinin çok boyutlu olarak incelenmesi (İstanbul ili örneği) [The multi-faceted analysis of ’the value intensions? For teachers and executives (the sample for Istanbul City)]. (Master’s Thesis). Yeditepe University, Istanbul.
  • Uyguç, N. (2003). Cinsiyet, bireysel değerler ve meslek seçimi [Gender, personal values and choice of profession]. Dokuz Eylul University Faculty of Economics and Administrative Sciences Journal, 18(1), 93– 104.
  • Verplanken, B., & Holland, R. W. (2002). Motivated decision making: Effects of activation and self-centrality of values on choices and behavior. Journal of Personality and Social Psychology, 82(3), 434–447. doi:10.1037/0022-3514.82.3.434
  • Yalmancı, R. (2009). Öğretmen adaylarının değer yönelimlerinin çeşitli değişkenler açısından incelenmesi [Investigation of preservice teachers’ tendency of value with regard to several variables]. (Master’s Thesis). Zonguldak Karaelmas University, Zonguldak.
There are 27 citations in total.

Details

Primary Language English
Subjects Educational Psychology
Journal Section Research Articles
Authors

Hüseyin Çalışkan 0000-0001-6849-1318

Çağla Karademir

Alpay Aksin

Publication Date September 12, 2020
Published in Issue Year 2020 Volume: 7 Issue: 3

Cite

APA Çalışkan, H., Karademir, Ç., & Aksin, A. (2020). Analysis of Motivational Action Conflict Frequency of Turkish High School Students in Terms of Value Orientation. International Journal of Psychology and Educational Studies, 7(3), 46-57.