Araştırma Makalesi
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SIKILMIŞ VE KAYBOLMUŞ: ÜNİVERSİTE ÖĞRENCİLERİNDE SERBEST ZAMANLARDA SIKILMA ALGISININ BAŞARI YÖNELİMLERİNİ YORDAMA GÜCÜ

Yıl 2023, Sayı: 95, 83 - 93, 15.09.2023
https://doi.org/10.17753/sosekev.1307780

Öz

Başarı yönelimi, bireylerin hedeflerine ulaşma sürecinde, düşündükleri ve deneyimledikleri birçok kavramı açıklayabilmektedir. Bu bağlamda, eğitim etkinliklerinin ve serbest zaman alanlarının ne derece bireyin yaşamına ayna tuttuğu araştırma konusu olarak değerlendirilebilmektedir. Bu araştırmada, üniversite öğrencilerinin serbest zamanlarda sıkılma algısı ve başarı yönelimleri düzeylerinin bazı değişkenlere göre incelenmesi ve serbest zamanlarda sıkılma algısının başarı yönelimlerini yordama gücünün belirlenmesi amaçlanmıştır. Nicel araştırma deseniyle gerçekleştirilen bu araştırmada ilişkisel tarama modeli kullanılmıştır. Kolayda örnekleme metodu ile seçilen ve farklı üniversitelerde öğrenim görmekte olan 516 (300 kadın ve 216 erkek) öğrenci araştırmaya katılmıştır. Katılımcılara “Boş Zamanlarda Sıkılma Algısı Ölçeği” (BZSAÖ) ve “2x2 Başarı Yönelimleri Ölçeği” (BYÖ) uygulanmıştır. Verilerin analizi için MANOVA ve regresyon testleri kullanılmıştır. Bulgulara göre, “BZSAÖ”de cinsiyete; “BYÖ”de ise herhangi bir kulübe/derneğe (sosyal-kültürel-sportif) üyeliğe ve fiziksel aktiviteye katılıma göre anlamlı farklılık tespit edilmemiştir. Bunun yanında, “BYÖ” “öğrenme kaçınma yönelimi” alt boyutunda erkek katılımcılar lehine anlamlı farklılık tespit edilmiştir. “BZSAÖ” “sıkılma” alt boyutunda herhangi bir kulübe/derneğe (sosyal-kültürel-sportif) üye olmayanlar lehine; “doyumsuzluk” alt boyutunda ise, üye olanlar lehine anlamlı farklılıklar tespit edilmiştir. “BZSAÖ” “sıkılma” alt boyutunda fiziksel aktiviteye hiç katılmayanlar lehine, “doyumsuzluk” alt boyutunda ise, sık sık fiziksel aktiviteye katılanlar lehine anlamlı farklılıklar tespit edilmiştir. Regresyon analizi sonuçlarına göre, “sıkılma” alt boyutu “BYÖ” “öğrenme-yaklaşma yönelimi” “öğrenme-kaçınma yönelimi” ve “performans-yaklaşma yönelimi” alt boyutlarını yordamaktadır. Ayrıca, “doyumsuzluk” alt boyutu, “BYÖ” tüm alt boyutlarını yordamaktadır. Sonuç olarak, bireylerde akademik davranışların amaçlarına ilişkin sağlıklı açıklamalar yapan başarı yönelimlerinin serbest zaman deneyimlerinin tatminsizliği ya da doyumu ile ilişkili olduğu tespit edilmiştir.

Kaynakça

  • Acharya, A. S., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: Why and how of it. Indian Journal of Medical Specialties, 4(2), 330-333. http://dx.doi.org/10.7713/ijms.2013.0032
  • Ames, C. (1992). Classrooms: Goals, structures and student motivation. Journal of Educational Psychology, 34(3), 261-271. https://doi.org/10.1037/0022-0663.84.3.261
  • Arslan, S., & Akın, A. (2015). 2x2 başarı yönelimleri ölçeği (revize formu): Geçerlik ve güvenirlik çalışması. Sakarya University Journal of Education, 5(1), 7-15. https://doi.org/10.19126/suje.05454
  • Bağcı, R., Uslu, S., & Sarıçam, H. (2019). Rekreasyonel etkinliklere katılan ve katılmayan bireylerin mutluluk yönelimlerinin incelenmesi. Uluslararası Spor Bilimleri Öğrenci Çalışmaları, 1(1), 27-34.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Pegem Akademi.
  • Dattilo, J., & Lopez Frias, F. J. (2021). A critical examination of leisure in modernity: Rejecting instrumentalism and embracing flourishing. Journal of Leisure Research, 52(5), 581-598. https://doi.org/10.1080/00222216.2020.1789013
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. https://doi.org/10.1037/0033-295x.95.2.256
  • Elliot, A. J., & McGregor, H. A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519. https://doi.org/10.1037/0022-3514.80.3.501
  • Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189. https://doi.org/10.1207/s15326985ep3403_3
  • Etikan, I., & Bala, K. (2017). Sampling and sampling methods. Biometrics & Biostatistics International Journal, 5(6), 00149. https://doi.org/10.15406/bbij.2017.05.00149
  • Gözler, A., Bozgeyikli, H., & Avcı, A. (2017). Sınıf öğretmeni adaylarının başarı yönelimleri ile mesleki kaygı düzeylerinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 189-211. https://doi.org/10.17240/aibuefd.2017.17.28551-304629
  • Griffin, M., Harvey, K., Gillett, J., & Andrews, G. (2022). Writing as/about leisure: Connecting with oneself and others through creative practice. Leisure Sciences, 44(7), 862-880. https://doi.org/10.1080/01490400.2019.1694609
  • Gui, J., Walker, G. J., & Harshaw, H. W. (2022). Meanings of xiū xián and leisure: Cross-cultural exploration of laypeople’s definition of leisure. Leisure Sciences, 44(3), 366-384. https://doi.org/10.1080/01490400.2019.1571968
  • Gülbahçe, A., Tozoğlu, E., & Gülbahçe, Ö. (2019). Üniversite öğrencilerinin konuşma kaygı düzeylerinin sportif aktivite ve farklı değişkenler açısından incelenmesi. Ekev Akademi Dergisi, 78, 61-78.
  • Iso-Ahola, S. E., & Weissinger, E. (1990). Perceptions of boredom in leisure: Conceptualization, reliability and validity of the leisure boredom scale. Journal of Leisure Research, 22(1), 1–17. https://doi.org/10.1080/00222216.1990.11969811
  • Kara, F.M., Sarol, H., & Güngörmüş, H.A. (2019). "Attitudes are contagious”: Leisure attitude and passion of university students. International Education Studies (IES), 12(7), 45. https://doi.org/10.5539/ies.v12n7p42
  • Kara, F.M., & Gürbüz, B. (2022). Perception of boredom in leisure: Relationship with internet addiction and perceived social competence. Sportif Bakış: Spor ve Eğitim Bilimleri Dergisi, 9(2), 202-216. http://dx.doi.org/10.33468/sbsebd.282
  • Kara, F.M., Gürbüz, B., Küçük-Kılıç, S., & Öncü, E. (2018). An investigation of pre-service physical education teachers’ leisure boredom, life satisfaction and social connectedness. Journal of Computer and Education Research, 6(12), 342-357. https://doi.org/10.18009/jcer.466740
  • Kara, F.M., & Özdedeoğlu, B. (2017). Examination of Relationship Between Leisure Boredom and Leisure Constraints, Sport Sciences (NWSASPS), 12(3), 24-36.
  • Kara, F.M., & Sarol, H. (2021). Level up the life!! Leisure Involvement, Basic Psychological Need Satisfaction and Life Satisfaction among University Students. Higher Education Studies (HES) 11(4), 91. https://doi.org/10.5539/hes.v11n4p91
  • Kil, N., Kim, J., Park, J., & Lee, C. (2021). Leisure boredom, leisure challenge, smartphone use, and emotional distress among US college students: are they interrelated?. Leisure Studies, 40(6), 779-792. https://doi.org/10.1080/02614367.2021.1931414
  • Linhart, S. (2021). The use and meaning of leisure in present-day Japan. In Modern Japan (pp. 198-208). Routledge.
  • Melton, K. K., Hodge, C. J., & Duerden, M. D. (2022). Ecology of family experiences: Contextualizing family leisure for human development & family relations. Journal of Leisure Research, 53(1), 112-131. https://doi.org/10.1080/00222216.2020.1802374
  • Pintrich, P. R. & Schunk, D. H. (1996). Motivation in Education. Prentice-Hall Inc.
  • Pintrich, P. R. (1999). The Role of motivation in promoting and sustaining self-regulated learning, International Journal of Educational Research, 31, 459-470. https://doi.org/10.1016/s0883-0355(99)00015-4
  • Serdar, E., Demirel, M., & Harmandar Demirel, D. (2022). The relationship between the leisure boredom, leisure satisfaction, and smartphone addiction: A study on university students. International Journal of Technology in Education (IJTE), 5(1), 30-42. https://doi.org/10.46328/ijte.235
  • Theodosiou, A., & Papaioannou, A. (2006). Motivational climate, achievement goals and metacognitive activity in physical education and exercise involvement in out-of-school settings. Psychology of Sport and Exercise, 7(4), 361-379. https://doi.org/10.1016/j.psychsport.2005.10.002
  • Yaşartürk, F., Akay, B., & Kul, M. (2022). Üniversite öğrencilerinin serbest zaman faaliyetlerine yönelik engel ile baş etme ve saldırganlık davranışlarının incelenmesi. CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi, 17(2), 216-229. https://doi.org/10.33459/cbubesbd.1128967
  • Wang, W. C. (2019). Exploring the relationship among free-time management, leisure boredom, and internet addiction in undergraduates in Taiwan. Psychological reports, 122(5), 1651-1665. https://doi.org/10.1177/0033294118789034
  • Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology, 82(4), 616–622. https://doi.org/10.1037/0022-0663.82.4.616
  • Wu-Ouyang, B. (2022). Are smartphones addictive? Examining the cognitive-behavior model of motivation, leisure boredom, extended self, and fear of missing out on possible smartphone addiction. Telematics and Informatics, 71, 101834. https://doi.org/10.1016/j.tele.2022.101834

Bored and Lost: Perception of Boredom in Leisure and Achievement Goal Orientation Relationship in University Students

Yıl 2023, Sayı: 95, 83 - 93, 15.09.2023
https://doi.org/10.17753/sosekev.1307780

Öz

Achievement goal orientations can explain many concepts that individuals think and experience in the process of reaching their goals. In this context, the extent to which educational activities and leisure mirror the life of the individual can be considered as a research topic. In this study, this study aimed to examine the perception of boredom in leisure and achievement goal orientations level with regard to some variables and determine the predictive power of the perception of boredom in leisure on their achievement goal orientations. In this study, which was conducted with quantitative research pattern, the relational screening model was used. Totally 516 (300 female and 216 male) university students selected by convenience sampling method from different universities. “Leisure Boredom Scale (LBS)” and “2x2 Achievement Goal Orientations Scale (AGOS)” were applied to participants. For the analysis of the data, MANOVA and regression tests were used. According to the findings, no significant difference was found in "LBS" according to gender and "AGOS" according to membership to any club/association (social-cultural-sportive) and participation in physical activity. In addition, a significant difference was found in favor of male participants in the "learning avoidance" sub-dimension of "AGOS”. Significant differences were found in the “LBS” "boredom" sub-dimension in favor of those who are not members of any club/association (social-cultural-sportive), on the other hand, significant differences were found in the sub-dimension of "satisfaction" in favor of the members of any club/association. Significant differences were found in favor of those who never participated in physical activity in the "LBS" "boredom" sub-dimension however, significant differences were found in the sub-dimension of "satisfaction" in favor of the those who participate in physical activity frequently. According to the results of the regression analysis, "boredom" sub-dimension predicts the "AGOS" "learning-approach" "learning-avoidance" and " performance-approach " sub-dimensions. In addition, the "satisfaction" sub-dimension predicts all the sub-dimensions of "AGOS". As a result, it has been determined that achievement goal orientations that make healthy explanations for the purposes of academic behaviors in individuals are related to the dissatisfaction or satisfaction of leisure experiences.

Kaynakça

  • Acharya, A. S., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: Why and how of it. Indian Journal of Medical Specialties, 4(2), 330-333. http://dx.doi.org/10.7713/ijms.2013.0032
  • Ames, C. (1992). Classrooms: Goals, structures and student motivation. Journal of Educational Psychology, 34(3), 261-271. https://doi.org/10.1037/0022-0663.84.3.261
  • Arslan, S., & Akın, A. (2015). 2x2 başarı yönelimleri ölçeği (revize formu): Geçerlik ve güvenirlik çalışması. Sakarya University Journal of Education, 5(1), 7-15. https://doi.org/10.19126/suje.05454
  • Bağcı, R., Uslu, S., & Sarıçam, H. (2019). Rekreasyonel etkinliklere katılan ve katılmayan bireylerin mutluluk yönelimlerinin incelenmesi. Uluslararası Spor Bilimleri Öğrenci Çalışmaları, 1(1), 27-34.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Pegem Akademi.
  • Dattilo, J., & Lopez Frias, F. J. (2021). A critical examination of leisure in modernity: Rejecting instrumentalism and embracing flourishing. Journal of Leisure Research, 52(5), 581-598. https://doi.org/10.1080/00222216.2020.1789013
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. https://doi.org/10.1037/0033-295x.95.2.256
  • Elliot, A. J., & McGregor, H. A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519. https://doi.org/10.1037/0022-3514.80.3.501
  • Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189. https://doi.org/10.1207/s15326985ep3403_3
  • Etikan, I., & Bala, K. (2017). Sampling and sampling methods. Biometrics & Biostatistics International Journal, 5(6), 00149. https://doi.org/10.15406/bbij.2017.05.00149
  • Gözler, A., Bozgeyikli, H., & Avcı, A. (2017). Sınıf öğretmeni adaylarının başarı yönelimleri ile mesleki kaygı düzeylerinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 189-211. https://doi.org/10.17240/aibuefd.2017.17.28551-304629
  • Griffin, M., Harvey, K., Gillett, J., & Andrews, G. (2022). Writing as/about leisure: Connecting with oneself and others through creative practice. Leisure Sciences, 44(7), 862-880. https://doi.org/10.1080/01490400.2019.1694609
  • Gui, J., Walker, G. J., & Harshaw, H. W. (2022). Meanings of xiū xián and leisure: Cross-cultural exploration of laypeople’s definition of leisure. Leisure Sciences, 44(3), 366-384. https://doi.org/10.1080/01490400.2019.1571968
  • Gülbahçe, A., Tozoğlu, E., & Gülbahçe, Ö. (2019). Üniversite öğrencilerinin konuşma kaygı düzeylerinin sportif aktivite ve farklı değişkenler açısından incelenmesi. Ekev Akademi Dergisi, 78, 61-78.
  • Iso-Ahola, S. E., & Weissinger, E. (1990). Perceptions of boredom in leisure: Conceptualization, reliability and validity of the leisure boredom scale. Journal of Leisure Research, 22(1), 1–17. https://doi.org/10.1080/00222216.1990.11969811
  • Kara, F.M., Sarol, H., & Güngörmüş, H.A. (2019). "Attitudes are contagious”: Leisure attitude and passion of university students. International Education Studies (IES), 12(7), 45. https://doi.org/10.5539/ies.v12n7p42
  • Kara, F.M., & Gürbüz, B. (2022). Perception of boredom in leisure: Relationship with internet addiction and perceived social competence. Sportif Bakış: Spor ve Eğitim Bilimleri Dergisi, 9(2), 202-216. http://dx.doi.org/10.33468/sbsebd.282
  • Kara, F.M., Gürbüz, B., Küçük-Kılıç, S., & Öncü, E. (2018). An investigation of pre-service physical education teachers’ leisure boredom, life satisfaction and social connectedness. Journal of Computer and Education Research, 6(12), 342-357. https://doi.org/10.18009/jcer.466740
  • Kara, F.M., & Özdedeoğlu, B. (2017). Examination of Relationship Between Leisure Boredom and Leisure Constraints, Sport Sciences (NWSASPS), 12(3), 24-36.
  • Kara, F.M., & Sarol, H. (2021). Level up the life!! Leisure Involvement, Basic Psychological Need Satisfaction and Life Satisfaction among University Students. Higher Education Studies (HES) 11(4), 91. https://doi.org/10.5539/hes.v11n4p91
  • Kil, N., Kim, J., Park, J., & Lee, C. (2021). Leisure boredom, leisure challenge, smartphone use, and emotional distress among US college students: are they interrelated?. Leisure Studies, 40(6), 779-792. https://doi.org/10.1080/02614367.2021.1931414
  • Linhart, S. (2021). The use and meaning of leisure in present-day Japan. In Modern Japan (pp. 198-208). Routledge.
  • Melton, K. K., Hodge, C. J., & Duerden, M. D. (2022). Ecology of family experiences: Contextualizing family leisure for human development & family relations. Journal of Leisure Research, 53(1), 112-131. https://doi.org/10.1080/00222216.2020.1802374
  • Pintrich, P. R. & Schunk, D. H. (1996). Motivation in Education. Prentice-Hall Inc.
  • Pintrich, P. R. (1999). The Role of motivation in promoting and sustaining self-regulated learning, International Journal of Educational Research, 31, 459-470. https://doi.org/10.1016/s0883-0355(99)00015-4
  • Serdar, E., Demirel, M., & Harmandar Demirel, D. (2022). The relationship between the leisure boredom, leisure satisfaction, and smartphone addiction: A study on university students. International Journal of Technology in Education (IJTE), 5(1), 30-42. https://doi.org/10.46328/ijte.235
  • Theodosiou, A., & Papaioannou, A. (2006). Motivational climate, achievement goals and metacognitive activity in physical education and exercise involvement in out-of-school settings. Psychology of Sport and Exercise, 7(4), 361-379. https://doi.org/10.1016/j.psychsport.2005.10.002
  • Yaşartürk, F., Akay, B., & Kul, M. (2022). Üniversite öğrencilerinin serbest zaman faaliyetlerine yönelik engel ile baş etme ve saldırganlık davranışlarının incelenmesi. CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi, 17(2), 216-229. https://doi.org/10.33459/cbubesbd.1128967
  • Wang, W. C. (2019). Exploring the relationship among free-time management, leisure boredom, and internet addiction in undergraduates in Taiwan. Psychological reports, 122(5), 1651-1665. https://doi.org/10.1177/0033294118789034
  • Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology, 82(4), 616–622. https://doi.org/10.1037/0022-0663.82.4.616
  • Wu-Ouyang, B. (2022). Are smartphones addictive? Examining the cognitive-behavior model of motivation, leisure boredom, extended self, and fear of missing out on possible smartphone addiction. Telematics and Informatics, 71, 101834. https://doi.org/10.1016/j.tele.2022.101834
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitimde Hazırbulunuşluluk, Spor ve Rekreasyon
Bölüm Makaleler
Yazarlar

Feyza Meryem Kara 0000-0001-9886-4947

Gizem Karaca 0000-0002-7541-3550

Aylin Ugurlu 0000-0002-5148-7061

Rıfat Kerem Gürkan 0000-0003-2802-9350

Yayımlanma Tarihi 15 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Sayı: 95

Kaynak Göster

APA Kara, F. M., Karaca, G., Ugurlu, A., Gürkan, R. K. (2023). SIKILMIŞ VE KAYBOLMUŞ: ÜNİVERSİTE ÖĞRENCİLERİNDE SERBEST ZAMANLARDA SIKILMA ALGISININ BAŞARI YÖNELİMLERİNİ YORDAMA GÜCÜ. EKEV Akademi Dergisi(95), 83-93. https://doi.org/10.17753/sosekev.1307780