EFFECTIVE FACTORS ON SHAPING AND NON-SHAPING OF LEARNING IN MIDDLE SCHOOL STUDENTS

Vali Mehdinezhad; Vali Mehdinezhad

EN TR

EFFECTIVE FACTORS ON SHAPING AND NON-SHAPING OF LEARNING IN MIDDLE SCHOOL STUDENTS

Abstract

The purpose of this study was to examine middle school students' perception about effective factors on shaping and non-shaping of students' learning. The methodology of this study was a quantitative research. The instrument used in this research was Bru et al. (2002) questionnaire in nine components: six dimensions of helpful factors on shaping of learning: teachers' emotional support; teachers' academic support; teachers' monitoring; parental monitoring; parental care; student influence; and three dimensions of effective barriers on shaping of learning: off-task orientation; opposition toward teachers; and bullying of other students. Findings showed that the students marked relatively high scores on effective factors on the shaping of students' learning. However, regarding students' perception, students influence and parental monitoring had more effects on shaping of learning. The measures of median and rank order also showed that these factors had outrank in comparison with the other components. The barriers of shaping of students' learning, respondents marked high score to bullying of other students and opposition toward teachers and over the average to off-task orientation. The results also indicated that there was relatively high positive correlation between effective factors on shaping and non-shaping students' learning.

Keywords

ORTAOKUL ÖĞRENCİLERİNİN ÖĞRENMELERİNİN ŞEKİLLENDİRİLMESİNDE VE ŞEKİLLENDİRİLMEMESİNDE ETKİLİ OLAN FAKTÖRLER

Öz

Problem (amaç): Bu çalışmanın amacı ortaokul öğrencilerinin öğrenmeyi şekillendirmelerinde ve şekillendirmemelerinde etkili olan faktörlerle ilgili algılarını araştırmaktır. Daha önce yapılmış araştırmaların sonuçları, çocukların öğrenmesi üzerinde çeşitli faktörler etkili olduğunu göstermektedir. Örneğin öğretmenlerin ve ebeveynlerin eğitimle ilgili inançları, tutumları ve algıları çocuklarının öğrenme yeteneklerini olumlu yönde etkileyebilmektedir. Yöntem: Bu çalışmada nicel araştırma yöntemi kullanılmıştır. Çalışmanın evrenini İran'ın Zahedan şehrindeki ortaokullarda öğrenim gören 6, 7 ve 8. sınıf öğrencileri oluşturmaktadır. Toplam 29935 öğrencinin 16735'i erkek ve 13200'ü kızdır. Krejcie ve Morgan'ın (1970) örneklem büyüklüğü tablosu kullanılarak 380 öğrenci örnekleme seçilmiştir (212 erkek ve 168 kız öğrenci 2 örneklem grubu olarak seçilmiştir). Araştırmada veri toplama aracı olarak Bru ve ark. (2002) tarafından geliştirilen anket formu kullanılmıştır. Ankette yer alan 38 madde (1) “Kesinlikle Katılmıyorumâ€? dan (5) “Kesinlikle Katılıyorumâ€? a kadar beş aşamalı Likert tipi ölçekle değerlendirilmiştir. Ankette yer alan maddeler, 6 boyutu öğrenmeyi şekillendirmede yardımcı faktörler (öğretmenlerin duygusal desteği, öğretmenlerin akademik desteği, öğretmenlerin gözetimi, ebeveyn gözetimi, ebeveyn ilgisi, öğrenci etkisi) ve 3 boyutu öğrenmeyi şekillendirmede engel olan faktörler (konu dışına yönelme, öğretmenlere karşı muhalefet, diğer öğrencilerin uyguladığı şiddet) olmak üzere 9 bileşenden oluşmaktadır. Bulgular: Bulgular öğrencilerin öğrenmenin şekillendirilmesinde etkili olan faktörlere diğerlerine göre daha yüksek değerleri işaretlediklerini göstermiştir. Bununla birlikte öğrencilerin algılaması, öğrenci etkisi ve ebeveyn gözetiminin öğrenmenin şekillendirilmesi üzerinde daha fazla etkiye sahip olduğu görülmüştür. Ayrıca medyan ve sıralama ölçüm sonuçları bu faktörlerin diğer bileşenlere göre daha önemli olduğunu göstermiştir. Öğrencilerin öğrenmelerini şekillendirmede engel olan faktörlerden diğer öğrencilerin uyguladığı şiddet ve öğretmenlere karşı muhalefete yüksek değerler verdikleri, konu dışına yönelmeye de ortalamanın üzerinde değerler verdikleri tespit edilmiştir. Sonuçlar ayrıca öğrenmenin şekillendirilmesinde ve şekillendirilmemesinde etkili olan faktörler arasında göreceli olarak yüksek pozitif korelasyon olduğunu göstermektedir. Öneriler: Öğretmenlerin sınıflarında gerekli eğitim ve yönetim faaliyetlerini yerine getirebilmeleri için yeterli seviyede pedagojik bilgiye sahip olmaları gerekmektedir. Bu becerilerin öğrenciler üzerinde olumlu etkisinin olacağı düşünülmektedir. Öğretmenler ve ebeveynler arasında sürekli bir iletişimin olması kuvvetle önerilir. Her bir öğrenciye uygun yönetim stratejileri geliştirmek ve öğrenciler arasında ayrımcılıktan kaçınmak öğrenci davranışlarını geliştirmede yardımcı olacaktır.

Anahtar Kelimeler

Kaynakça

Annunziata, D., Hogue, A., Faw, L., & Liddle, H.A. (2006). Family functioning and school success in atrisk, inner-city adolescents. Journal of Youth and Adolescence, 35(1): 105- 113.
Attaway, N. M. & Bry, B. H. (2004). Parenting style and Black adolescents‟ achievement. Journal of Black Psychology, 30(2): 229-247.
Blankemeyer, M., Flannery, D. J., & Vazsonyi, A. T. (2002). The role of aggression and social competence in children‟s perceptions of the child-teacher relationship. Psychology in the Schools, 39(3): 293–304.
Boggiano, A. K., Shields, A., Barrett, M., Kellam, T., Thompson, E., Simons, J., & Katz, P. (1992).
Helplessness deficits in students: the role of motivational orientation. Motivation and Emotion 16(3): 271–296.
Boulton, M., Trueman, M., & Flemington, I. (2002). Associations between Secondary School Pupils. Definitions of Bullying, Attitudes Towards Bullying, and Tendencies to Engage in Bullying: Age and Sex Differences. Educational Studies, 28(4): 353-370
Bransford, JD, Brown, AL & Cocking, R. (2000). How People Learn: Brain, Mind, Experience, and School, Committee on Developments in the Science of Learning, National Research Council, National Academy Press, Washington DC.
Bru, E., Stephens, P., and Torsheim, T. (2002). Students‟ Perceptions of Class Management and Reports of Their Own Misbehavior. Journal of School Psychology, 40(4): 287–307.

Chang, L. (2003). Variable effects of children‟s aggression, social withdrawal, and prosocial leadership as functions of teacher beliefs and behaviors. Child Development, 74(2): 535–548.
Cheryl, T. Jeffries (2009.) Academic Support and Academic Identity of African American Males Labeled Emotionally Handicapped (EH):http://www.docstoc.com/docs/15407462/Academic-Support-andAcademic-Identity-of-African-American-Males
Chouinard, R., Karsenti, T., & Roy, N. (2007). Relations among competence beliefs, utility value, achievement goals, and effort in mathematics. British Journal of Educational Psychology, 77(3): 501-517.
Cotton, K. (1988). Monitoring Student Learning in the Classroom, School Improvement Research Series, http://educationnorthwest.org/webfm_send/541
Crosnoe, R., Johnson, M. K., & Elder, G. H. (2004). Intergenerational bonding in school: The behavioral and contextual correlates of student – teacher relationships. Sociology of Education, 77(1): 60 – 81.
Doyle, W. (1983). „Academic work‟, Review of Educational Research, 53(2): 159–199
Duchesne, S., & Larose, S. (2007). Adolescent parental attachment and academic motivation and performance in early adolescence. Journal of Applied Social Psychology, 37(7): 1501–1521.
Firestone, W., & Rosenblum, S. (1988). The alienation and commitment of students and teachers in urban high schools. Washington, DC: Rutgers University and Office of Educational Research and Improvement.
Fraser, B. J., & Fisher, D. L. (1982). Predicting students‟ outcomes from their perceptions of classroom psychosocial environment. American Educational Research Journal 19(4): 498–518.
Glover, D., Gough, G., Johnson, M., and Cartwright, N. (2000). Bullying in 25 Secondary Schools: Incidence, Impact, and Intervention. Educational Research, 42(2): 141-156.
Goldberg, L. (1989). Implementing cooperative learning within six elementary school learning disability classrooms to improve math achievement and social skills. Practicum, Nova University (ERIC Document Reproduction Service No. ED 262915)
Goodenow, C. (1993). The psychological sense of school membership among adolescents–Scale development and educational correlates. Psychology in the Schools, 30(1): 79–90.
Greenberg, M. T., Weissberg, R. P., O‟Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., et al. (2003).
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist. Special Issue: Prevention that Works for Children and Youth, 58(6/7): 466 – 474.
Gregory, A., & Weinstein, R. S. (2004). Connection and regulation at home and in school: Predicting growth in achievement for adolescents. Journal of Adolescent Research, 19(4): 405 – 427.
Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children‟s self-regulation and competence in school. Journal of Educational Psychology, 81(2): 143–154.
Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children‟s learning: an experimental and individual difference investigation. Journal of Personality and Social Psychology 52(5): 890– 898.
Grolnick, W. S., & Slowiaczek, M. (1994). Parents‟ involvement in their children‟s schooling: A multidimensional conceptualization and motivational model. Child Development, 65(1): 237–252.
Hughes, J. N., Cavell, T. A., & Jackson, T. (1999). Influence of the teacher-student relationship on childhood conduct problems: A prospective study. Journal of Clinical Child Psychology, 28(2): 173–184.
Ibanez, G. E., Kuperminc, G. P., Jurkovic, G., & Perilla, J. (2004). Cultural attributes and adaptations linked to achievement motivation among Latino adolescents. Journal of Youth and Adolescence, 33(6): 559–568.
Jimerson et al., 2010 In: S.R. Jimerson, S.M. Swearer and D.L. Espelage, Editors, Handbook of bullying in schools: An international perspective, Rutledge, New York (2010).
Johnson, D. W., Johnson, R., & Anderson, D. (1983). Social interdependence and classroom climate. Journal of Psychology(1): 114, 135–142.
Malecki C.K. and M.K. Demaray. (2003). what type of support do they need? Investigating student adjustment as related to emotional, informational, appraisal, and instrumental support, School Psychology Quarterly, 18(3): 231–252.
Marchant, G. J., Paulson, S. E., & Rothlisberg, B. A. (2001). Relations of middle school students‟ perceptions of family and school contexts with academic achievement. Psychology in the Schools, 38(6): 505–519.
Merrett, F., & Wheldall,K. (1987). Natural rates of teacher approval and disapproval in British primary and middle school classrooms. British Journal of Educational Psychology 57(1): 95–103.
Midgley, C., Feldlaufer, H., & Eccles, J. (1989). Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school. Child Development, 60(4): 981– 992.
Mitchell-Copeland, J., Denham, S. A., & DeMulder, E. K. (1997). Q-sort assessment of child-teacher attachment relationships and social competence in the preschool. Early Education and Development, 8(1): 27–39.
Murdock, T. B., & Miller, A. (2003). Teachers as sources of middle school students‟ motivational identity: Variable-centered and person-centered analytic approaches. Elementary School Journal, 103(4): 383–399.
Murdock, T. B., Miller, A., & Kohlhardt, J. (2004). Effects of classroom context variables on high school students‟ judgments of the acceptability and likelihood of cheating. Journal of Educational Psychology, 96(4): 765–777.
Niemiec, C. P., Lynch, M. F., Vansteenkiste, M., Bernstein, J., Deci, E. L., & Ryan, R. M. (2006). The antecedents and consequences of autonomous self-regulation for college: A self-determination theory perspective on socialization. Journal of Adolescence, 29(5): 761–775.
Patrick H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents‟ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1): 83–98.
Patrick, H., Anderman, L. H., Ryan, A. M., Edelin, K., & Midgley, C. (2001). Teachers‟ communication of goal orientations in four fifth-grade classrooms. Elementary School Journal, 102(1): 35–58.
Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
Plunkett, Scott W.; Henry, Carolyn S.; Houltberg, Benjamin J.; Sands, Tovah; Abarca-Mortensen, Sandra. (2008). Academic Support by Significant Others and Educational Resilience in MexicanOrigin Ninth Grade Students from Intact Families. Journal of Early Adolescence, 28(3): p333-355
Ratelle, C. F., Larose, S., Guay, F., & Senecal, C. (2005). Perceptions of Parental Involvement and Support as Predictors of College Students‟ Persistence in a Science Curriculum. Journal of Family Psychology, 19(2): 286–293.
Rimm-Kaufman, S. E., LaParo, K. M., Downer, J. T., & Pianta, R. C. (2005). The contribution of classroom setting and quality of instruction to children‟s behavior in the kindergarten classroom. Elementary School Journal, 105(5): 377 – 394.
Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (2000). School as a context of early adolescents‟ academic and social emotional development: A summary of research findings. Elementary School Journal, 100(5): 443 – 471.
Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents‟ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3): 408–422.
Ryan, A.M., Patrick, H., & Shim, S.O. (2005). Differential profiles of students identified by their teacher as having avoidant, appropriate or dependent help-seeking tendencies in math class. Journal of Educational Psychology, 97(2): 275-285.
Ryan, S., & Yerg, B. (2001). The effects of cross group feedback on off-task behavior in a physical education setting. Journal of Teaching Physical Education, 20(2): 172–188.
Sanchez, B., Colon, Y., & Esparza, P. (2005). The role of sense of school belonging and gender in the academic adjustment of Latino adolescents. Journal of Youth and Adolescence, 34(6): 619–628.
Shapiro, E. S. (2004). Academic skills problems: Direct assessment and intervention (3rd. Ed.). New York: Guilford Press.
Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcomes of self-determination in three life domains: The role of parents‟ and teachers‟ autonomy support. Journal of Youth and Adolescence, 34(6): 589–604.
Spera, C. (2006). Adolescents‟ perceptions of parental goals, practices, and styles in relation to their motivation and achievement. Journal of Early Adolescence, 26(4): 456-490.
Stallings, J. (1985). How effective is an analytic approach to staff development on teacher and student behavior? George Peabody College for Teachers, Nashville, TN. (ERIC Document Reproduction Service No. ED 267019)
Valeski, T. N ., & Stipek, D. J. (2001). Young children‟s feelings about school. Child Development, 72(4): 1198–1213.
Van Der Mars, H., & Cusimano, B. (1988, May). The effects of differential proximity on student off-task behavior in physical education. Paper presented at the annual meeting of the Association for Behavior Analysis, Philadelphia.
Zellman, G. L., & Waterman, J. M. (1998). Understanding the impact of parent school involvement on children‟s educational outcomes. The Journal of Educational Research, 91(3): 370–381.
Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. (2004). The scientific base linking social and emotional learning to school success. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J.
Walberg (Eds.): Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.

Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitim Üzerine Çalışmalar

Bölüm

Araştırma Makalesi

Yazarlar

Vali Mehdinezhad

Yayımlanma Tarihi

12 Şubat 2011

Gönderilme Tarihi

12 Şubat 2011

Kabul Tarihi

-

Yayımlandığı Sayı

Yıl 2011 Cilt: 2 Sayı: 2

IZ

https://izlik.org/JA78UR39MU

Kaynak Göster

RIS / Bibtex

APA

Mehdinezhad, V., & Mehdinezhad, V. (2011). EFFECTIVE FACTORS ON SHAPING AND NON-SHAPING OF LEARNING IN MIDDLE SCHOOL STUDENTS. e-Uluslararası Eğitim Araştırmaları Dergisi, 2(2), 77-93. https://izlik.org/JA78UR39MU