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Muhasebe Eğitimi Alan Öğrencilerin Motivasyon ve Beklenti Düzeylerinin Akademik Başarılarına Etkisi

Year 2018, Volume: 9 Issue: 2, 17 - 31, 03.01.2019

Abstract



Bu araştırmanın amacı, yükseköğretimde muhasebe eğitimi
alan öğrencilerin, ders motivasyonu ile mesleki beklentilerinin öğrencilerin
akademik başarıları üzerinde bir etkisinin olup olmadığının belirlenmesidir.
Araştırmada öğrencilerin motivasyon ve beklenti düzeyleri ile ilgili veriler
anket yöntemiyle toplanmış, akademik başarı puanları olarak ise genel muhasebe
dersinden aldıkları sınav notları kullanılmıştır. Araştırma sonucunda
motivasyon ve mesleki beklenti düzeyinin akademik başarı üzerinde önemli bir
etkiye sahip olduğu tespit edilmiştir. Bu sonuçlara göre, öğrencilerin
yükseköğretimde muhasebe eğitimine başlamadan önce motivasyon ve mesleki
beklenti düzeylerinin tespit edilerek eksikliklerin giderilmesi, öğrencilerin
akademik ders başarısının yükseltilmesinde önemli bir etken olarak karşımıza
çıkmaktadır.




References

  • ABBOTT, M. L. (2011). Understanding educational statistics using Microsoft Excel and SPSS. United States: John Wiley & Sons. Accounting Education Change Commission (AECC). (1990). Objectives of education for accountants: position statement number one. Issues in Accounting Education, 5(2), 307-312. ALBRECHT, W. S., & SACK, R. J. (2000). Accounting education: charting the course through a perilous future. Sarasota: American Accounting Association. American Accounting Association Committee on the Future Structure, Content and Scope of Accounting Education (Bedford Committee). (1986). Future accounting education: preparing for the expanded profession,. Issues in Accounting Education(1), 168-195. BAXTER, A., & HATT, S. (2000). Everything must go! Clearing and first year performance. Journal of Further and Higher Education, 24(1), 302-306. BAYAZITLI, E.; ÖZDEMİR, F. S.; ENSARİ ALPAY, E. (2015). Finansal Raporlamada Standardizasyon ve Muhasebe Meslek Mensuplarını Zorlayan Öğrenme Sürecinin Bilinçli Yetkinlik Öğrenme Modeli Temelinde İrdelenmesi. Muhasebe ve Vergi Uygulamaları Dergisi, 1-31. BEATTİE, V.; COLLİNS, B.; MCINNES, B. (1997). Deep and surface learning: a simple or simplistic dichotomy? Accounting Education: An International Journal, 6(1), 1-12. BİGGS, J. (1996). Enhancing teaching through constructive alignment. Higher Education(32), 347-364. BUSKİRK, T. D.; WİLLOUGHBY, L. M.; TOMAZİC, T. J. (2013). Nonparametric statistical techniques. T. D. Little içinde, The Oxford handbook of quantitative methods: Volume 2 – Statistical analysis (s. 106-142). United States: Oxford University Press. BYRME, M. ve FLOOD, B. (2005). A study of accounting students’ motives, expectations and preparedness for higher education. Journal of Further and Higher Education, 29(12), 111-124. DONALD, J. (1999). Motivation for higher-order learning. New Directions for Teaching and Learning, 78(2), 27-35. ERCAN, İ. ve KAN, İ. (2004). Ölçeklerde Güvenirlik ve Geçerlik. Uludağ Üniversitesi Tıp Fakültesi Dergisi, 30(3), 211-216. FAZEY, D. ve FAZEY, J. (2001). The potential for autonomy in learning: perceptions of competence motivation and locus of control in first-year undergraduate students. Studies in Higher Education, 26(3), 345-361. HAİR, J. J.; BLACK, W. C.; BABİN, B. J., ANDERSON, R. E. (2010). Multivariate Data Analysis Seventh Edition . Prentice Hall. KOH, M. Y.; KOH, H. C. (1999). The determinants of performance in an accountancy degree program. Accounting Education: An International Journal, 8(1), 13-29. KOHN, A. (1993). Punished by rewards: the trouble with gold stars, incentives plans, A’s, praise, and other bribes. Boston: MA, Houghton Mifflin. LEPPER, M. (1998). Motivational considerations in the study of instruction. Cognition and Instruction, 5(4), 289-309. LUMSDEN, L. (1994). Student motivation to learn (Eugene, OR, ERIC Clearinghouse on Educational Management). MATHEWS, R. (1990). Accounting in higher education: report of the review of the accounting discipline in higher education. Canberra : Australian Government Publishing Services. MATHEWS, N. ve MULKEEN, S. (2002). Staying the course? A study of student retention: UCD entrants 1999–2001. Dublin: University College Dublin. ÖNCU, H. (2004). Motivasyon. L. Küçükahmet içinde, Sınıf Yönetimi. Ankara: Nobel Yayınevi. ÖZDEMİR, F. S. (2014, Ocak). Finansal Raporlama Standartlarını Öğrenme Sürecinde Serbest Muhasebeci Mali Müşavirlerin Durumları: Samsun'da Ampirik Bir Araştırma. Muhasebe ve Denetime Bakış, 81-107. PAULSEN, M. ve GENTRY, J. (1995). Motivation, learning strategies, and academic performance: a study of the college finance classroom. Financial Practice and Education, 5(1), 78-90.PİNTRİCH, P. ve GARCİA, T. (1991). Student goal orientation and self-regulation in the college classroom. M. Maehr , & P. Pintrich içinde, Advances in motivation and achievement: motivation enhancing environments. Greenwich: CT, JAI Press. PİNTRİCH, P. ve SCHUNK, D. (1996). Motivation in education: theory, research, and application. Englewood Cliffs, NJ: Prentice-Hall Inc. PİNTRİCH, P.; MARX, R.; BOYLE, R. (1993). Beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167-199. STAGE, F. ve WİLLİAMS, P. (1990). Students’ motivations and changes in motivation during the first year of college. Journal of College Student Development(31), 516-522. TABACHNİCH, B. G. ve FİDELL, L. S. (2013). Using multivariate statistics (Sixth edition). United States: Pearson Education. ZELLER, R. A. (1988). Validity. J. P. Keeves içinde, Education Research, Methology, and Measurement an International Handbook. (s. 322-330). Headington Hill Hall: Oxford: Pergamon Press PLC,.
Year 2018, Volume: 9 Issue: 2, 17 - 31, 03.01.2019

Abstract

References

  • ABBOTT, M. L. (2011). Understanding educational statistics using Microsoft Excel and SPSS. United States: John Wiley & Sons. Accounting Education Change Commission (AECC). (1990). Objectives of education for accountants: position statement number one. Issues in Accounting Education, 5(2), 307-312. ALBRECHT, W. S., & SACK, R. J. (2000). Accounting education: charting the course through a perilous future. Sarasota: American Accounting Association. American Accounting Association Committee on the Future Structure, Content and Scope of Accounting Education (Bedford Committee). (1986). Future accounting education: preparing for the expanded profession,. Issues in Accounting Education(1), 168-195. BAXTER, A., & HATT, S. (2000). Everything must go! Clearing and first year performance. Journal of Further and Higher Education, 24(1), 302-306. BAYAZITLI, E.; ÖZDEMİR, F. S.; ENSARİ ALPAY, E. (2015). Finansal Raporlamada Standardizasyon ve Muhasebe Meslek Mensuplarını Zorlayan Öğrenme Sürecinin Bilinçli Yetkinlik Öğrenme Modeli Temelinde İrdelenmesi. Muhasebe ve Vergi Uygulamaları Dergisi, 1-31. BEATTİE, V.; COLLİNS, B.; MCINNES, B. (1997). Deep and surface learning: a simple or simplistic dichotomy? Accounting Education: An International Journal, 6(1), 1-12. BİGGS, J. (1996). Enhancing teaching through constructive alignment. Higher Education(32), 347-364. BUSKİRK, T. D.; WİLLOUGHBY, L. M.; TOMAZİC, T. J. (2013). Nonparametric statistical techniques. T. D. Little içinde, The Oxford handbook of quantitative methods: Volume 2 – Statistical analysis (s. 106-142). United States: Oxford University Press. BYRME, M. ve FLOOD, B. (2005). A study of accounting students’ motives, expectations and preparedness for higher education. Journal of Further and Higher Education, 29(12), 111-124. DONALD, J. (1999). Motivation for higher-order learning. New Directions for Teaching and Learning, 78(2), 27-35. ERCAN, İ. ve KAN, İ. (2004). Ölçeklerde Güvenirlik ve Geçerlik. Uludağ Üniversitesi Tıp Fakültesi Dergisi, 30(3), 211-216. FAZEY, D. ve FAZEY, J. (2001). The potential for autonomy in learning: perceptions of competence motivation and locus of control in first-year undergraduate students. Studies in Higher Education, 26(3), 345-361. HAİR, J. J.; BLACK, W. C.; BABİN, B. J., ANDERSON, R. E. (2010). Multivariate Data Analysis Seventh Edition . Prentice Hall. KOH, M. Y.; KOH, H. C. (1999). The determinants of performance in an accountancy degree program. Accounting Education: An International Journal, 8(1), 13-29. KOHN, A. (1993). Punished by rewards: the trouble with gold stars, incentives plans, A’s, praise, and other bribes. Boston: MA, Houghton Mifflin. LEPPER, M. (1998). Motivational considerations in the study of instruction. Cognition and Instruction, 5(4), 289-309. LUMSDEN, L. (1994). Student motivation to learn (Eugene, OR, ERIC Clearinghouse on Educational Management). MATHEWS, R. (1990). Accounting in higher education: report of the review of the accounting discipline in higher education. Canberra : Australian Government Publishing Services. MATHEWS, N. ve MULKEEN, S. (2002). Staying the course? A study of student retention: UCD entrants 1999–2001. Dublin: University College Dublin. ÖNCU, H. (2004). Motivasyon. L. Küçükahmet içinde, Sınıf Yönetimi. Ankara: Nobel Yayınevi. ÖZDEMİR, F. S. (2014, Ocak). Finansal Raporlama Standartlarını Öğrenme Sürecinde Serbest Muhasebeci Mali Müşavirlerin Durumları: Samsun'da Ampirik Bir Araştırma. Muhasebe ve Denetime Bakış, 81-107. PAULSEN, M. ve GENTRY, J. (1995). Motivation, learning strategies, and academic performance: a study of the college finance classroom. Financial Practice and Education, 5(1), 78-90.PİNTRİCH, P. ve GARCİA, T. (1991). Student goal orientation and self-regulation in the college classroom. M. Maehr , & P. Pintrich içinde, Advances in motivation and achievement: motivation enhancing environments. Greenwich: CT, JAI Press. PİNTRİCH, P. ve SCHUNK, D. (1996). Motivation in education: theory, research, and application. Englewood Cliffs, NJ: Prentice-Hall Inc. PİNTRİCH, P.; MARX, R.; BOYLE, R. (1993). Beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167-199. STAGE, F. ve WİLLİAMS, P. (1990). Students’ motivations and changes in motivation during the first year of college. Journal of College Student Development(31), 516-522. TABACHNİCH, B. G. ve FİDELL, L. S. (2013). Using multivariate statistics (Sixth edition). United States: Pearson Education. ZELLER, R. A. (1988). Validity. J. P. Keeves içinde, Education Research, Methology, and Measurement an International Handbook. (s. 322-330). Headington Hill Hall: Oxford: Pergamon Press PLC,.
There are 1 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

İbrahim Aksu

Mehmet Tursun

Publication Date January 3, 2019
Submission Date August 9, 2018
Published in Issue Year 2018 Volume: 9 Issue: 2

Cite

APA Aksu, İ., & Tursun, M. (2019). Muhasebe Eğitimi Alan Öğrencilerin Motivasyon ve Beklenti Düzeylerinin Akademik Başarılarına Etkisi. Akademik Yaklaşımlar Dergisi, 9(2), 17-31.