Challenge-Oriented Behavior Types: A New Explanation

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Burcu Seher Calikoglu

Abstract

The purpose of this study is to broaden theoretical meaning of challenge and attain a place for its practical use in schools. Based on the purpose, a theoretical construct was developed to explain four types of challenge-oriented behavior: (a) creators, (b) choosers, (c) maintainers and (d) avoiders. 634 fifth-, sixth- and seventh-grade students in Istanbul, Turkey, participated in the study. The Challenge-Oriented Behavior Scale and the Challenge-Performance Test were the main instruments. The Challenge-Oriented Behavior Scale scores were subjected to non-hierarchical cluster analyses, which revealed four profiles. To gain ecological validity of the current understanding, an alternative method, reverse-action strategy was developed.  The aim was to explain how actual student performance is defined by self-perceived challenge-orientation type. To this respect, the Challenge-Performance Test scores and other factors were examined using path analysis. The findings suggest that demonstrated performance in pursuing challenges arise from past experience, academic achievement, self-perceived challenge-orientation type and age.

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CALIKOGLU, Burcu Seher. Challenge-Oriented Behavior Types: A New Explanation. International Electronic Journal of Elementary Education, [S.l.], v. 12, n. 2, p. 197-204, dec. 2019. ISSN 1307-9298. Available at: <https://iejee.com/index.php/IEJEE/article/view/943>. Date accessed: 26 jan. 2020.
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