Determining Preservice Teachers' Goal Orientations for Learning through Card Sorting Activity
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Jan 17, 2016
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2016-01-17
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2016-01-17 (1)
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Abstract
This study aims at investigating and identifying preservice teachers’ goal orientations in the learning environment through a card-sorting activity. This study also aims at examining preservice teachers’ goal orientations in terms of certain variables such as gender, class level and department type. Participants consisted of preservice teachers attending different departments at Nevşehir Hacı Bektaş Veli University in Turkey. In this research, a card-sorting activity and a semi-structured interview form were used as data collection tools. As suggested by Friedrichsen and Dana (2003; 2005), a card-sorting activity comprising scenarios was prepared and used by the researchers to identify preservice teachers’ goal orientations for learning. In this activity, goal orientation scenarios were formed according to Elliot and McGregor’s (2001) 2x2 goal orientations structures. The scenarios and the semi-structured interview form used in this research were designed through consultation with specialists. This study follows the case study approach of qualitative research methodology. Finally, the data collected were analysed by the descriptive analysis technique. The results indicated that preservice teachers mostly associated themselves with the learning approach goal orientation and least associated with performance avoidance goal orientation. Recommendations for implementation were offered to practitioners.
Keywords: Preservice teachers, goal orientations, card-sorting activity, semi-structured interviews
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Bayram, K., Yıldızlı, H., & Saban, A. (2016). Determining Preservice Teachers’ Goal Orientations for Learning through Card Sorting Activity. International Journal of Learning and Teaching, 8(1), 40–52. https://doi.org/10.18844/ijlt.v8i1.522
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References
References
Ames, C. (1986). Effective motivation: The contribution of the learning environment. In Robert S. Feldman (Ed.), The Social Psychology of Education (pp. 235–256). New York: Cambridge University Press.
Atasoy, V. (2015). The role of achievement goal orientations and interest on metacognitive strategy use of preservice science teachers. Turkish Journal of Education, 4(3), 4-15.
Aydın, S., & Çakıroğlu, J. (2010). Teachers’ views related to the new science and technology curriculum: Ankara case. Elementary Education Online, 9(1), 301-315.
Aydın, S., & Boz, Y. (2012). Fen öğretmen eğitiminde pedagojik alan bilgisi araştırmalarının derlenmesi: Türkiye örneği. Kuram ve Uygulamada Eğitim Bilimleri, 12(1), 479-505.
Barron, K. & Harackiewicz, J. M. (2000). Achievement goals and optimal motivation: A multiple goals approach. In C. Sansone, & J. M. Harackiewicz (Eds.), Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance (pp. 231- 255). San Diego, CA: Academic Press.
Bouffard, T., Bouchard, M., Goulet, G., Denoncourt, I., & Couture, N. (2005). Influence of achievement goals and self-efficacy on students’ self-regulation and performance. International Journal of Psychology, 40(6), 373–384.
Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation on selfâ€regulation and performance among college students. British Journal of Educational Psychology, 65(3), 317-329.
Brophy, J. (1983). Conceptualizing student motivation. Educational Psychologist, 18(3), 200-215.
Burley, C. R., Turner, L. A., & Vitulli, F. W. (1999). The relationship between goal orientation and age among adolescents and adults. The Journal of Genetic Psychology, 160(1), 84-88.
Cheung, D., & Ng, P. (2000). Science teachers’ beliefs about curriculum design. Research in Science Education, 30, 357-375.
Creswell, J. W., Hanson, W. E., Plano, V. L. C., & Morales, A. (2007). Qualitative research designs selection and implementation. The Counselling Psychologist, 35(2), 236-264.
Dowson, M., & McInerney, D. M. (2003). What do students say about their motivational goals?: Towards a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology, 28, 91-113.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoiding achievement goals and intrinsic motivation: A meditational analysis. Journal of Personality and Social Psychology, 70, 461–475.
Eryenen, G. (2008). Öğretmen adaylarının hedef yönelimleri, akademik ve öğretmenlik özyeterlikleri arasındaki ilişkiler ile bu değişkenlerin akademik başarının yaranmasındaki rolü. Yüksek Lisans Tezi. İstanbul Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
Friedrichsen, P. M., & Dana, T. M. (2003). Using a card-sorting task to elicit and clarify science-teaching orientations. Journal of Science Teacher Education, 14(4), 291−309.
Friedrichsen, P. M., & Dana, T. M. (2005). Substantive-level theory of highly regarded secondary biology teachers’ science teaching orientations. Journal of Research in Science Teaching, 42(2), 218–244.
Goetz, T., Nett, U. E., & Hall, N. C. (2013). Self-regulated learning. In N. C. Hall, & T. Goetz (Eds.), Emotion, Motivation and Self-Regulation: A Handbook for Teachers. Emerald Group Publishing Limited.
Han, Ç. (2013). Teachers’ functional paradigms and educational reform.Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 59-79.
Hsieh, P., Sullivan, J. R., & Guerra, N. S. (2007). A closer look at college students: Self-efficacy and goal orientation. Journal of Advanced Academics, 18(3), 454-476.
Koç., C., & Karabağ, S. (2013). İlköğretim ikinci kademe (6-8. sınıf) öğrencilerinin bilişüstü yetileri ile başarı yönelimlerinin incelenmesi. NWSA, 8(2), 308-322.
Kozlowski, S. W., Gully, S. M., Brown, K. G., Salas, E., Smith, E. M., & Nason, E. R. (2001). Effects of training goals and goal orientation traits on multidimensional training outcomes and performance adaptability. Organizational Behavior and Human Decision Processes, 85(1), 1-31.
Mattern, R. (2005). College students’ goal orientations and achievement. International Journal of Teaching and Learning in Higher Education, 17(1), 27-32.
Meece, J. L., Herman, P., & McCombs, B. L. (2003). Relations of learner-centered teaching practices to adolescents' achievement goals. International Journal of Educational Research, 39, 451 -475.
Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., et al. (1998). The development and validation of scales assessing students’ goal orientations. Contemporary Educatıonal Psychology, 23, 113–131.
Patrick, H., Ryan, A. M., & Pintrich, P. R. (1999). The differential impact of extrinsic and mastery goal orientations on males’ and females’ self-regulated learning. Learning and Individual Differences, 11(2), 153-171.
Pintrich, P. R. (2000). An Achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92–104.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686.
Pintrich, P. R., & D. H. Schunk. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Merrill Prentice-Hall.
Tutaş, S. (2011). Üniversite öğrencilerinin başarı hedef yönelimlerinin çeşitli değişkenler açısından incelenmesi. Yüksek Lisans Tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
Yerdelen, S., Aydın, S., Gürbüzoğlu-Yalmancı, S. G., & Göksu, V. (2014). Lise öğrencilerinin başarı hedef yönelimlerinin biyoloji öğrenmeye yönelik akademik motivasyonları ile ilişkisinin incelenmesi: Bir yol analizi. Eğitim ve Bilim, 39(176), 437-446.
Yıldıırm, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Wolters, C. A. & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99, 181-193.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (ss. 13-35). Academic Press.
Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: an essential dimension of self-regulated learning. In D. H. Schunk, & B. J. Zimmerman (Eds.), Motivation and Self-Regulated Learning: Theory, Research and Applications (ss. 1-30). New York: Lawrence Erlbaum Associates.
Ames, C. (1986). Effective motivation: The contribution of the learning environment. In Robert S. Feldman (Ed.), The Social Psychology of Education (pp. 235–256). New York: Cambridge University Press.
Atasoy, V. (2015). The role of achievement goal orientations and interest on metacognitive strategy use of preservice science teachers. Turkish Journal of Education, 4(3), 4-15.
Aydın, S., & Çakıroğlu, J. (2010). Teachers’ views related to the new science and technology curriculum: Ankara case. Elementary Education Online, 9(1), 301-315.
Aydın, S., & Boz, Y. (2012). Fen öğretmen eğitiminde pedagojik alan bilgisi araştırmalarının derlenmesi: Türkiye örneği. Kuram ve Uygulamada Eğitim Bilimleri, 12(1), 479-505.
Barron, K. & Harackiewicz, J. M. (2000). Achievement goals and optimal motivation: A multiple goals approach. In C. Sansone, & J. M. Harackiewicz (Eds.), Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance (pp. 231- 255). San Diego, CA: Academic Press.
Bouffard, T., Bouchard, M., Goulet, G., Denoncourt, I., & Couture, N. (2005). Influence of achievement goals and self-efficacy on students’ self-regulation and performance. International Journal of Psychology, 40(6), 373–384.
Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation on selfâ€regulation and performance among college students. British Journal of Educational Psychology, 65(3), 317-329.
Brophy, J. (1983). Conceptualizing student motivation. Educational Psychologist, 18(3), 200-215.
Burley, C. R., Turner, L. A., & Vitulli, F. W. (1999). The relationship between goal orientation and age among adolescents and adults. The Journal of Genetic Psychology, 160(1), 84-88.
Cheung, D., & Ng, P. (2000). Science teachers’ beliefs about curriculum design. Research in Science Education, 30, 357-375.
Creswell, J. W., Hanson, W. E., Plano, V. L. C., & Morales, A. (2007). Qualitative research designs selection and implementation. The Counselling Psychologist, 35(2), 236-264.
Dowson, M., & McInerney, D. M. (2003). What do students say about their motivational goals?: Towards a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology, 28, 91-113.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoiding achievement goals and intrinsic motivation: A meditational analysis. Journal of Personality and Social Psychology, 70, 461–475.
Eryenen, G. (2008). Öğretmen adaylarının hedef yönelimleri, akademik ve öğretmenlik özyeterlikleri arasındaki ilişkiler ile bu değişkenlerin akademik başarının yaranmasındaki rolü. Yüksek Lisans Tezi. İstanbul Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
Friedrichsen, P. M., & Dana, T. M. (2003). Using a card-sorting task to elicit and clarify science-teaching orientations. Journal of Science Teacher Education, 14(4), 291−309.
Friedrichsen, P. M., & Dana, T. M. (2005). Substantive-level theory of highly regarded secondary biology teachers’ science teaching orientations. Journal of Research in Science Teaching, 42(2), 218–244.
Goetz, T., Nett, U. E., & Hall, N. C. (2013). Self-regulated learning. In N. C. Hall, & T. Goetz (Eds.), Emotion, Motivation and Self-Regulation: A Handbook for Teachers. Emerald Group Publishing Limited.
Han, Ç. (2013). Teachers’ functional paradigms and educational reform.Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 59-79.
Hsieh, P., Sullivan, J. R., & Guerra, N. S. (2007). A closer look at college students: Self-efficacy and goal orientation. Journal of Advanced Academics, 18(3), 454-476.
Koç., C., & Karabağ, S. (2013). İlköğretim ikinci kademe (6-8. sınıf) öğrencilerinin bilişüstü yetileri ile başarı yönelimlerinin incelenmesi. NWSA, 8(2), 308-322.
Kozlowski, S. W., Gully, S. M., Brown, K. G., Salas, E., Smith, E. M., & Nason, E. R. (2001). Effects of training goals and goal orientation traits on multidimensional training outcomes and performance adaptability. Organizational Behavior and Human Decision Processes, 85(1), 1-31.
Mattern, R. (2005). College students’ goal orientations and achievement. International Journal of Teaching and Learning in Higher Education, 17(1), 27-32.
Meece, J. L., Herman, P., & McCombs, B. L. (2003). Relations of learner-centered teaching practices to adolescents' achievement goals. International Journal of Educational Research, 39, 451 -475.
Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., et al. (1998). The development and validation of scales assessing students’ goal orientations. Contemporary Educatıonal Psychology, 23, 113–131.
Patrick, H., Ryan, A. M., & Pintrich, P. R. (1999). The differential impact of extrinsic and mastery goal orientations on males’ and females’ self-regulated learning. Learning and Individual Differences, 11(2), 153-171.
Pintrich, P. R. (2000). An Achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92–104.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686.
Pintrich, P. R., & D. H. Schunk. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Merrill Prentice-Hall.
Tutaş, S. (2011). Üniversite öğrencilerinin başarı hedef yönelimlerinin çeşitli değişkenler açısından incelenmesi. Yüksek Lisans Tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
Yerdelen, S., Aydın, S., Gürbüzoğlu-Yalmancı, S. G., & Göksu, V. (2014). Lise öğrencilerinin başarı hedef yönelimlerinin biyoloji öğrenmeye yönelik akademik motivasyonları ile ilişkisinin incelenmesi: Bir yol analizi. Eğitim ve Bilim, 39(176), 437-446.
Yıldıırm, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Wolters, C. A. & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99, 181-193.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (ss. 13-35). Academic Press.
Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: an essential dimension of self-regulated learning. In D. H. Schunk, & B. J. Zimmerman (Eds.), Motivation and Self-Regulated Learning: Theory, Research and Applications (ss. 1-30). New York: Lawrence Erlbaum Associates.