BibTex RIS Kaynak Göster

Relationships between Motivation to Study Lesson and Classroom Engagement

Yıl 2016, Cilt: 7 Sayı: 2, 56 - 68, 21.08.2016

Ali Eryılmaz Fatma Altınsoy

Öz

Kaynakça

  • References
  • Buss, D. M. (2000). The evolution of happiness. American psychologist, 55(1), 15.-23.
  • Burgner, D., & Hewstone, M. (1993). Young children's causal attributions for success and
  • failure:‘Self‐enhancing’boys and ‘self‐derogating’girls. British Journal of Developmental Psychology, 11(2), 125-129.
  • Büyüköztürk, Ş., Kılıç-Çakmak E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2008). Bilimsel araştırma yöntemleri (gen. 2. bs). Ankara: Pegem A.
  • Brophy, J. (2008). Developing students' appreciation for what is taught in school. Educational psychologist, 43(3), 132-141.
  • 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(4), 227-268.
  • Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13(2), 139-156.
  • Eryılmaz, A. (2014). Üniversite öğrencileri için derse katılım ölçeklerinin geliştirilmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 2014(18), 203-214.
  • Eryılmaz, A., & Aypay, A. (2011). The relationship between adolescents’ motivation to class engagement and their level of subjective well-being.International Journal of Human Sciences, 8(1), 1218-1233.
  • Eryılmaz, A., & Ercan, L. (2014). Ergenler için Ders Çalışmaya Motive Olma Ölçeğinin Geliştirilmesi. Başkent Unıversıty Journal of Educatıon,1(1), 952-959.
  • Evans, L. (2000). The effects of educational change on morale, job satisfaction and motivation. Journal of educational Change, 1(2), 173-192.
  • Finn, J.D. (1993). Student engagement and student at risk. Washington,DC: National Center For Education Statistics.
  • Fraenkel, J. R., & Wallen, N. E. (1993). How to design and evaluate research in education. New York: Mcgraw-Hill.
  • Fredricks,J.A., Blumenfeld, P.C. ve Paris, A.H. (2004). School engagement: Potential of the concept, State of tehe Evidence. Reviev of Educational Research, 74,59-109.
  • Fredrickson, B. L. (1998). What good are positive emotions?. Review of General Psychology, 2(3), 300-319.
  • Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought‐action repertoires. Cognition & Emotion, 19(3), 313-332. doi:10.1080/02699930441000238
  • Georgiou, S. N. (1999). Achievement attributions of sixth grade children and their parents. Educational Psychology, 19(4), 399-412.
  • Guneri, O., Sumer, Z., & Yıldırım, A. (1999). Sources of self-identity among Turkish adolescents. Adolescence, 34(135), 535-46.
  • Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates. Journal of educational psychology, 97(2), 184-196.
  • Matuga, J. M. (2009). Self-Regulation, Goal Orientation, and Academic Achievement of Secondary Students in Online University Courses. Educational Technology & Society, 12(3), 4-11.
  • Meece, J. L., & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of educational psychology, 85(4), 582-590.
  • Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation.Journal of school psychology, 44(5), 351-373.
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33-40.
  • Pintrich, P. R., & Schunk, D. H. (2002). The role of goals and goal orientation.Motivation in education: Theory, research and application (2nd ed., pp. 190–242). Englewood Cliffs, NJ: Simon & Schuster.
  • Sencer, M. (1989) Toplum bilimlerinde yöntem. İstanbul: Beta Basım Yayım Dağıtım.
  • Stipek, D. J. (2002). Motivation to learn: Integrating theory and practice. Allyn & Bacon.
  • Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic?.Journal of Educational Psychology, 100(4), 765–781.
  • Tucker, C. M., Zayco, R. A., Herman, K. C., Reinke, W. M., Trujillo, M., Carraway, K., ... & Ivery, P. D. (2002). Teacher and child variables as predictors of academic engagement among low‐income African American children.Psychology in the Schools, 39(4), 477-488.
  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senecal, C., & Vallieres, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and psychological measurement,53(1), 159-172.
  • Wormington, S. V., Anderson, K. G., & Corpus, J. H. (2011). The Role of Academic Motivation in High School Students’ Current and Lifetime Alcohol Consumption: Adopting a Self-Determination Theory Perspective*. Journal of studies on alcohol and drugs, 72(6), 965-974.
  • Woolfolk, A. (2004). Educational psychology (9th ed.). Boston, MA: Allyn & Bacon.

Relationships between Motivation to Study Lesson and Classroom Engagement

Yıl 2016, Cilt: 7 Sayı: 2, 56 - 68, 21.08.2016

Ali Eryılmaz Fatma Altınsoy

Öz

The goal of this study is to examine the relationships between motivation to study lesson and classroom engagement. The study was conducted on 214 female and 197 male, in total 411, students who were 10th and 11th grade high school students. Data were collected via Motivation to Study Lesson and Classroom Engagement Scales in the study. The relations between motivation to study and gender were examined via independent samples t-test technique. Furthermore, the relations between motivation to study and classroom engagement were evaluated with multiple regression analysis technique. According to the findings of the study, it was found out that the cases of intrinsic motivation for studying for girls were higher than the boys. Boys, on the other hand, had higher scores than the girls in terms of amotivation for studying. Regression analysis results showed that the cases of getting motivated to study were related to emotional engagement. Moreover, it was important for the girls to engage cognitively in the lesson in their intrinsic motivation for studying lesson. In conclusion, emotional engagement and gender seems important in students’ motivation for studying lesson

Anahtar Kelimeler

derse katılm ders çalışmaya motive olma

Kaynakça

  • References
  • Buss, D. M. (2000). The evolution of happiness. American psychologist, 55(1), 15.-23.
  • Burgner, D., & Hewstone, M. (1993). Young children's causal attributions for success and
  • failure:‘Self‐enhancing’boys and ‘self‐derogating’girls. British Journal of Developmental Psychology, 11(2), 125-129.
  • Büyüköztürk, Ş., Kılıç-Çakmak E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2008). Bilimsel araştırma yöntemleri (gen. 2. bs). Ankara: Pegem A.
  • Brophy, J. (2008). Developing students' appreciation for what is taught in school. Educational psychologist, 43(3), 132-141.
  • 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(4), 227-268.
  • Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13(2), 139-156.
  • Eryılmaz, A. (2014). Üniversite öğrencileri için derse katılım ölçeklerinin geliştirilmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 2014(18), 203-214.
  • Eryılmaz, A., & Aypay, A. (2011). The relationship between adolescents’ motivation to class engagement and their level of subjective well-being.International Journal of Human Sciences, 8(1), 1218-1233.
  • Eryılmaz, A., & Ercan, L. (2014). Ergenler için Ders Çalışmaya Motive Olma Ölçeğinin Geliştirilmesi. Başkent Unıversıty Journal of Educatıon,1(1), 952-959.
  • Evans, L. (2000). The effects of educational change on morale, job satisfaction and motivation. Journal of educational Change, 1(2), 173-192.
  • Finn, J.D. (1993). Student engagement and student at risk. Washington,DC: National Center For Education Statistics.
  • Fraenkel, J. R., & Wallen, N. E. (1993). How to design and evaluate research in education. New York: Mcgraw-Hill.
  • Fredricks,J.A., Blumenfeld, P.C. ve Paris, A.H. (2004). School engagement: Potential of the concept, State of tehe Evidence. Reviev of Educational Research, 74,59-109.
  • Fredrickson, B. L. (1998). What good are positive emotions?. Review of General Psychology, 2(3), 300-319.
  • Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought‐action repertoires. Cognition & Emotion, 19(3), 313-332. doi:10.1080/02699930441000238
  • Georgiou, S. N. (1999). Achievement attributions of sixth grade children and their parents. Educational Psychology, 19(4), 399-412.
  • Guneri, O., Sumer, Z., & Yıldırım, A. (1999). Sources of self-identity among Turkish adolescents. Adolescence, 34(135), 535-46.
  • Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates. Journal of educational psychology, 97(2), 184-196.
  • Matuga, J. M. (2009). Self-Regulation, Goal Orientation, and Academic Achievement of Secondary Students in Online University Courses. Educational Technology & Society, 12(3), 4-11.
  • Meece, J. L., & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of educational psychology, 85(4), 582-590.
  • Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation.Journal of school psychology, 44(5), 351-373.
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33-40.
  • Pintrich, P. R., & Schunk, D. H. (2002). The role of goals and goal orientation.Motivation in education: Theory, research and application (2nd ed., pp. 190–242). Englewood Cliffs, NJ: Simon & Schuster.
  • Sencer, M. (1989) Toplum bilimlerinde yöntem. İstanbul: Beta Basım Yayım Dağıtım.
  • Stipek, D. J. (2002). Motivation to learn: Integrating theory and practice. Allyn & Bacon.
  • Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic?.Journal of Educational Psychology, 100(4), 765–781.
  • Tucker, C. M., Zayco, R. A., Herman, K. C., Reinke, W. M., Trujillo, M., Carraway, K., ... & Ivery, P. D. (2002). Teacher and child variables as predictors of academic engagement among low‐income African American children.Psychology in the Schools, 39(4), 477-488.
  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senecal, C., & Vallieres, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and psychological measurement,53(1), 159-172.
  • Wormington, S. V., Anderson, K. G., & Corpus, J. H. (2011). The Role of Academic Motivation in High School Students’ Current and Lifetime Alcohol Consumption: Adopting a Self-Determination Theory Perspective*. Journal of studies on alcohol and drugs, 72(6), 965-974.
  • Woolfolk, A. (2004). Educational psychology (9th ed.). Boston, MA: Allyn & Bacon.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Ali Eryılmaz

Fatma Altınsoy

Yayımlanma Tarihi 21 Ağustos 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 7 Sayı: 2

Kaynak Göster

APA Eryılmaz, A., & Altınsoy, F. (2016). Relationships between Motivation to Study Lesson and Classroom Engagement. International Journal of Educational Researchers, 7(2), 56-68.