TY  - JOUR
T1  - The Reflection of Rumination in Art Education on General Student Motivation
TT  - Sanat Eğitiminde Ruminasyonun Genel Öğrenci Motivasyonuna Yansıması
AU  - Özdal, Mehmet Akif
PY  - 2024
DA  - July
Y2  - 2024
DO  - 10.29250/sead.1431500
JF  - The Journal of Limitless Education and Research
JO  - SEAD
PB  - Sınırsız Eğitim ve Araştırma Derneği
WT  - DergiPark
SN  - 2548-0898
SP  - 170
EP  - 218
VL  - 9
IS  - 2
LA  - en
AB  - This research aims to comprehensively examine the effects of rumination on general student profile motivation in the field of art education. Rumination is defined as the tendency of individuals to constantly repeat the same thoughts or problems in their minds, and it usually has negative psychological consequences. According to the literature review,  general student profiles with high levels of rumination have difficulties in continuing creative processes, maintaining attention and actively participating in learning processes. The methodology of the study included a literature review and logical reasoning. The literature review provided a theoretical framework for the psychological effects of rumination and its potential impact on individuals' emotional and cognitive functioning, while the logical reasoning technique was used to analyze in detail the relationships between rumination, arts education and overall student motivation. This multifaceted approach aims to provide a deeper understanding of the interactions between rumination and student motivation. The findings of the study highlight the negative effects of rumination on overall student motivation, especially in the context of arts education, and point to the importance of developing effective intervention strategies for educators and experts. Suggested strategies include providing students in the general profile with the skills to recognize and manage ruminative thought patterns and organizing the content and methods of art education programs in a way to reduce ruminative thoughts. This research provides valuable insights into the psychological dynamics between arts education and student motivation at the general level and provides a solid foundation for future research in this area, as well as helping educators to better understand and address the role of rumination in enhancing motivation at the general student level. From another perspective, it is envisioned to be an important resource for educators and psychologists, providing valuable information to better understand and support the relationship between arts education and student motivation.
KW  - Rumination
KW  - Art education
KW  - Student
KW  - Motivation
KW  - Psychology
N2  - Bu araştırma, sanat eğitimi alanındaki genel öğrenci profili motivasyonu üzerinde ruminasyonun etkilerini kapsamlı bir şekilde incelemeyi amaçlamaktadır. Ruminasyon, bireylerin aynı düşünceleri veya sorunları sürekli olarak zihinlerinde tekrar etme eğilimi olarak tanımlanır ve genellikle olumsuz psikolojik sonuçlar doğurur. Çalışmada yapılan literatür taramasına göre, yüksek ruminasyon seviyelerine sahip genel öğrenci profillerinin yaratıcı süreçlere devam etme, dikkatlerini koruma ve öğrenme süreçlerine aktif olarak katılma konularında zorluklar yaşadığını ortaya koymaktadır. Araştırmanın metodolojisi, literatür taraması ve mantıksal akıl yürütme süreçlerini içermektedir. Literatür taraması, ruminasyonun psikolojik etkileri ve bireylerin duygusal ve bilişsel işleyişi üzerindeki potansiyel etkilerini teorik bir çerçevede ele alırken, mantıksal akıl yürütme tekniği ile ruminasyon, sanat eğitimi ve genel öğrenci motivasyonu arasındaki ilişkileri detaylı bir şekilde analiz edilmiştir. Bu çok yönlü yaklaşım, ruminasyon ve öğrenci motivasyonu arasındaki etkileşimlerin daha derin bir anlayışını sağlamayı amaçlamaktadır. Araştırmanın bulguları, özellikle sanat eğitimi bağlamında ruminasyonun genel öğrenci motivasyonu üzerindeki olumsuz etkilerini vurgulamakta ve eğitimciler ile uzmanlar için etkili müdahale stratejilerinin geliştirilmesinin önemini işaret etmektedir. Önerilen stratejiler, genel profildeki öğrencilere ruminatif düşünce kalıplarını tanıma ve yönetme becerileri kazandırmayı ve sanat eğitimi programlarının içeriğini ve yöntemlerini ruminatif düşünceleri azaltacak şekilde düzenlemeyi içermektedir. Bu kapsamda yapılan araştırma, sanat eğitimi ve genel profildeki öğrenci motivasyonu arasındaki psikolojik dinamiklere dair değerli katkılar sunmakta ve bu alandaki gelecek araştırmalar için sağlam bir temel oluşturmaktadır, aynı zamanda eğitimcilerin, genel öğrenci düzeylerinin motivasyonunu artırmada ruminasyonun rolünü daha iyi anlamalarına ve ele almalarına yardımcı olmaktadır. Bir diğer açıdan ise, eğitimciler ve psikologlar için değerli bilgiler sunarak, sanat eğitimi ve öğrenci motivasyonu arasındaki ilişkiyi daha iyi anlamak ve desteklemek için önemli bir kaynak olması öngörülmektedir.
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