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Ortaokul Öğrencilerinde Çok Boyutlu Akademik Motivasyonsuzluğun Akademik Performans Üzerinde Etkisi

Year 2021, Volume: 17 Issue: 2, 41 - 57, 30.12.2021
https://doi.org/10.17244/eku.991683

Abstract

Motivasyonsuzluk özerklik endişesi, düşük yeterlilik algısı veya bir görevi yerine getirmek için herhangi bir ilham ve enerji eksikliği ile karakterize edilir. Motivasyonsuz öğrenciler sınıfta pasif kalırlar, gerçek olmayan sınıf katılımı sergilerler veya derin katılım olmadan sadece etkinliğe devam ederler ve sınıf talimatlarına da bağlılık göstermezler. Türkiye’de ortaokul öğrencilerinin çeşitli motivasyonsuzluk türlerinin akademik başarılarını yordayıp yordamadığı hakkında çok az şey bilinmektedir. Bu kapsamda mevcut araştırma motivasyonsuzluğu çok boyutlu bir yapı olarak ortaokul öğrencilerinin akademik başarıları üzerinde etkisini test etmeyi amaçlamıştır. Araştırma, ilişkisel tarama deseninde yürütülmüştür. Araştırma Kahramanmaraş ilinde yer alan ortaokullarda öğrenim gören ve uygun örneklem tekniğiyle belirlenen 278 ortaokul 8. sınıf öğrencisi ile yürütülmüştür. Veriler dört farklı motivasyonsuzluk boyutundan oluşan (yetenek inançları, çaba inançları, göreve yüklenen değer, görevin özellikleri) Akademik Motivasyonsuzluk Ölçeği’nden elde edilmiştir. Motivasyonsuzluk boyutlarının akademik başarıyı ne düzeyde yordadığını belirlemek için çoklu doğrusal regresyon analizlerinden aşamalı regresyon analizi kullanılmıştır. Regresyon analizi sonuçları, motivasyonsuzluğun görevin özelikleri boyutunun akademik başarının anlamlı bir yordayıcısı olmadığını fakat çaba inançları, yetenek inançları ve göreve yüklenen değer boyutlarının akademik başarıyı negatif yönde yordadığını; her birinin ise akademik başarıdaki varyansı açıklamada anlamlı düzeyde katkılarının olduğunu göstermiştir. Bulgularda yordayıcı değişkenlerin akademik başarıyı yordamada farklı düzeylerde etkili olduğu ve birbirlerinin etkilerini de destekledikleri bulunmuştur. Bu araştırmanın sonuçları okul ortamında motivasyonsuzluğun çok boyutlu yapısının ortaokul öğrencilerinin başarıları üzerinde negatif etkisinin daha iyi anlaşılmasında ilgili alan yazına önemli katkılar sunmaktadır.

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Year 2021, Volume: 17 Issue: 2, 41 - 57, 30.12.2021
https://doi.org/10.17244/eku.991683

Abstract

References

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  • Astill, B. R., Feather, N. T., & Keeves, J. P. (2002). A multilevel analysis of the effects of parents, teachers and schools on student values. Social Psychology of Education, 5, 345–363.
  • Balkis, M. (2018). Academic amotivation and intention to school dropout: the mediation role of academic achievement and absenteeism. Asia Pacific Journal of Education, 38(2), 257-270.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
  • Battin-Pearson, S., Newcomb, M. D., Abbott, R. D., Hill, K. G., Catalano, R. F., & Hawkins, J. D. (2000). Predictors of early high school dropout: A test of five theories. Journal of Educational Psychology, 92, 568–582.
  • Bigelow, B.J., & Zhou, R. M. (2001). Relational scaffolding of school motivation: Development continuities in students’ and parents’ ratings of the importance of school goals. The Journal of Genetic Psychology, 162, 75-93.
  • Boiche´, J., & Sarrazin, P. (2007). Self-determined motivation, perceived conflict and instrumentality and exercise adherence: a 6-month prospective study. Psychologie Franc¸Aise, 52, 417-430.
  • Britner, S. L., & Pajares, F. (2001). Self-efficacy beliefs, motivation, race, and gender in middle school science. Journal of women and Minorities in Science and Engineering, 7(4), 271–285.
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni SPSS uygulamaları ve yorum (20. Baskı). Ankara: Pegem Akademi Yayın.
  • Chemers, M. M., Hu, L. T., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64.
  • Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary Educational Psychology, 40, 99-111.
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  • Datu, J.A.D. (2017). Peace of mind, academic motivation, and academic achievement in Filipino high school students. Spanish Journal of Psychology, 20, e22, 1-8.
  • Deci, E. L., & Ryan R. M. (2000). The ‘what’ and ‘why’ of goal pursuits human needs and the self-determination of behavior. Psychological Inquiry, 11, 268-277.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
  • Deci, E. L., & Vansteenkiste, M. (2004). Self-determination theory and basic need satisfaction: Understanding human development in positive psychology. Ricerche di Psicologia, 1(27), 23-40.
  • Deci, E. L., Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8(3), 165–183.
  • Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., MacIver, D., & Feldlaufer, H. (1993). Negative effects of traditional middle schools on students’ motivation. The Elementary School Journal, 93, 553–574.
  • Ersözlü, Z. (2014). Kendi (öz) hakkındaki inançlar. Bruning, R. H., Schraw, G. J., & Norby (Ersözlü, R. Ülker, Edi.), Bilişsel psikoloji ve öğretim. Ankara: Nobel Yayın.
  • Esen, F. M., & Timor, M. (2019). Çok değişkenli aykırı değer tespiti için klasik ve dayanıklı mahalanobis uzaklık ölçükleri: Finansal veri ile bir uygulama. Uluslararası İktisadi ve İdari İncelemeler Dergisi, 25, 267-282.
  • Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Career Development for Exceptional Individuals, 17(2), 159-169.
  • Flink, C., Boggiano, A. K., & Barrett, M. (1990). Controlling teaching strategies: Undermining children's self-determination and performance. Journal of Personality and Social Psychology, 59, 916-924.
  • Ford, V. B., & Roby, D. E. (2013). Why do high school students lack motivation in the classroom? Global Education Journal, 2013(2), 101-114.
  • Gleason, P., & Dynarski, M. (2002). Do we know whom to serve? Issues in using risk factors to identify dropouts. Journal of Education for Students Placed at Risk, 7(1), 25-41.
  • Green-Demers, I., Legault, L., Pelletier, D., & Pelletier, L. G. (2008). Factorial invariance of the Academic Amotivation Inventory (AAI) across gender and grade in a sample of Canadian high school students. Educational and Psychological Measurement, 68(5), 862-880.
  • Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161-168.
  • Hair, JR., J.F., Black, W.C., Babin, B. J., & Anderson, R.E. (2010). Multivariate data analysis. Englewood Cliffs, NJ: Prentice Hall.
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Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Makaleler
Authors

İlhan Ilter 0000-0002-1473-7172

Publication Date December 30, 2021
Submission Date September 7, 2021
Published in Issue Year 2021 Volume: 17 Issue: 2

Cite

APA Ilter, İ. (2021). Ortaokul Öğrencilerinde Çok Boyutlu Akademik Motivasyonsuzluğun Akademik Performans Üzerinde Etkisi. Eğitimde Kuram Ve Uygulama, 17(2), 41-57. https://doi.org/10.17244/eku.991683