Teorik Makale
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Öğrenci Motivasyonunu Artırmak için İletişim Stratejileri: Övgü ve Eleştiri Dengelemesi

Yıl 2024, Cilt: 15 Sayı: 4, 309 - 331, 27.11.2024

Öz

Effective communication strategies are important to increase student motivation and promote achievement in education. This article discusses communication strategies used to increase student motivation and examines the right praise techniques for students, constructive criticism, the balance between praise and criticism, celebrating and recognizing student achievement, balancing effective communication, and the role of student feedback in the communication flow.
Accurate and effective praise techniques for students boost their self-confidence and increase their motivation. Likewise, constructive criticism helps students identify their mistakes and focus on opportunities for improvement. However, it is important to strike a balance between praise and criticism, as this balance supports students' development while maintaining their motivation and self-esteem. Celebrating and recognizing student achievement makes students feel valued and encourages greater engagement in the learning process.
Achieving balance in effective communication is an important way to build a strong bond with students and create a meaningful learning environment. The role of student feedback in the communication flow helps students to achieve their learning goals and continuously improve themselves.
As a result, communication strategies in education are critical for increasing students' academic achievement and supporting their emotional development. It is important for educators to communicate effectively with students to support their learning process and use various strategies to increase student achievement. Careful thought and continuous evaluation in the process of implementing communication strategies are essential to maximize students' academic achievement.

Kaynakça

  • Akbulut, A.Ş. (2011). Eğitimci-veli iletişimi. Bahçevan Kitapları.
  • Avcı, Ö., & Ayyıldız, E. (2022). Eğitimde motivasyon. Nobel.
  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
  • Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51(1), 5–32. https://doi.org/10.3102/00346543051001005
  • Burgoon, J. K. (1994). Nonverbal signals. In M. L. Knapp & G. R. Miller (Eds.), Handbook of interpersonal communication (pp. 229–285). Sage.
  • Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219–233. https://doi.org/10.1080/03075070600572132
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer.
  • Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
  • Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34–39.
  • Ergin, A., & Birol, C. (2005). Eğitimde iletişim. Anı Yayıncılık.
  • Erturan-İlker, G. (2014). Effects of feedback on achievement goals and perceived motivational climate in physical education. Issues in Educational Research, 24(2), 152–161.
  • Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
  • Haimovitz, K., & Corpus, J. H. (2011). Effects of person versus process praise on student motivation: Stability and change in emerging adulthood. Educational Psychology, 31(5), 595–609. https://doi.org/10.1080/01443410.2011.587149
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
  • Henderlong, J., & Lepper, M. R. (2002). The effects of praise on children’s intrinsic motivation: A review and synthesis. Psychological Bulletin, 128(5), 774–795. https://doi.org/10.1037/0033-2909.128.5.774
  • Kara, F. M., Kazak, F. Z., & Aşçı, F. H. (2018). Algılanan Öğretmen Geribildirim Ölçeği: Geçerlik ve güvenirlik çalışması. Hacettepe Spor Bilimleri Dergisi, 29(2), 79–86.
  • Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. https://doi.org/10.1037/0033-2909.119.2.254
  • Kocayörük, E. (2010). Ergen gelişiminde aile işlevleri ve baba katılımı. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(33), 37–45.
  • Kocayörük, E. (2012). Etkili iletişim becerileri. Kriter.
  • Kulhavy, R. W., & Stock, W. A. (1989). Feedback in written instruction: The place of response certitude. Educational Psychology Review, 1(4), 279–308.
  • Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52. https://doi.org/10.1037/0022-3514.75.1.33
  • Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
  • Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535–550. https://doi.org/10.1080/02602930903541015
  • Seligman, M. E., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5
  • Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795
  • Titsworth, B. S. (2000). The effects of praise on student motivation in the basic communication course. Basic Communication Course Annual, 12, 1–28.
  • Topping, K. J. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249–276. https://doi.org/10.2307/1170598
  • Weiner, B. (2010). The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45(1), 28–36. https://doi.org/10.1080/00461520903433596

Communication Strategies to Increase Student Motivation: Balancing Praise and Criticism

Yıl 2024, Cilt: 15 Sayı: 4, 309 - 331, 27.11.2024

Öz

Effective communication strategies are important to increase student motivation and promote achievement in education. This brief discusses communication strategies used to increase student motivation and examines the role of accurate praise techniques for students, constructive criticism, the balance between praise and criticism, celebrating and recognizing student achievement, balancing effective communication, and the role of student feedback in the communication flow.
Accurate and effective praise techniques for students boost their self-confidence and increase their motivation. Likewise, constructive criticism helps students identify their mistakes and focus on opportunities for improvement. However, it is important to strike a balance between praise and criticism, as this balance supports students' development while maintaining their motivation and self-esteem. Celebrating and recognizing student achievement makes students feel valued and encourages greater engagement in the learning process.
Achieving balance in effective communication is an important way to build a strong bond with students and create a meaningful learning environment. The role of student feedback in the communication flow helps students to achieve their learning goals and continuously improve themselves.
As a result, communication strategies in education are critical for increasing students' academic achievement and supporting their emotional development. It is important for educators to communicate effectively with students to support their learning process and use various strategies to increase student achievement. Careful thought and continuous evaluation in the process of implementing communication strategies are essential to maximize students' academic achievement.

Kaynakça

  • Akbulut, A.Ş. (2011). Eğitimci-veli iletişimi. Bahçevan Kitapları.
  • Avcı, Ö., & Ayyıldız, E. (2022). Eğitimde motivasyon. Nobel.
  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
  • Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51(1), 5–32. https://doi.org/10.3102/00346543051001005
  • Burgoon, J. K. (1994). Nonverbal signals. In M. L. Knapp & G. R. Miller (Eds.), Handbook of interpersonal communication (pp. 229–285). Sage.
  • Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219–233. https://doi.org/10.1080/03075070600572132
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer.
  • Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
  • Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34–39.
  • Ergin, A., & Birol, C. (2005). Eğitimde iletişim. Anı Yayıncılık.
  • Erturan-İlker, G. (2014). Effects of feedback on achievement goals and perceived motivational climate in physical education. Issues in Educational Research, 24(2), 152–161.
  • Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
  • Haimovitz, K., & Corpus, J. H. (2011). Effects of person versus process praise on student motivation: Stability and change in emerging adulthood. Educational Psychology, 31(5), 595–609. https://doi.org/10.1080/01443410.2011.587149
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
  • Henderlong, J., & Lepper, M. R. (2002). The effects of praise on children’s intrinsic motivation: A review and synthesis. Psychological Bulletin, 128(5), 774–795. https://doi.org/10.1037/0033-2909.128.5.774
  • Kara, F. M., Kazak, F. Z., & Aşçı, F. H. (2018). Algılanan Öğretmen Geribildirim Ölçeği: Geçerlik ve güvenirlik çalışması. Hacettepe Spor Bilimleri Dergisi, 29(2), 79–86.
  • Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. https://doi.org/10.1037/0033-2909.119.2.254
  • Kocayörük, E. (2010). Ergen gelişiminde aile işlevleri ve baba katılımı. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(33), 37–45.
  • Kocayörük, E. (2012). Etkili iletişim becerileri. Kriter.
  • Kulhavy, R. W., & Stock, W. A. (1989). Feedback in written instruction: The place of response certitude. Educational Psychology Review, 1(4), 279–308.
  • Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52. https://doi.org/10.1037/0022-3514.75.1.33
  • Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
  • Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535–550. https://doi.org/10.1080/02602930903541015
  • Seligman, M. E., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5
  • Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795
  • Titsworth, B. S. (2000). The effects of praise on student motivation in the basic communication course. Basic Communication Course Annual, 12, 1–28.
  • Topping, K. J. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249–276. https://doi.org/10.2307/1170598
  • Weiner, B. (2010). The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45(1), 28–36. https://doi.org/10.1080/00461520903433596
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular İletişim ve Medya Çalışmaları (Diğer)
Bölüm Teorik Makale
Yazarlar

Taylan Maral 0000-0003-4508-4001

Yayımlanma Tarihi 27 Kasım 2024
Gönderilme Tarihi 14 Eylül 2024
Kabul Tarihi 17 Kasım 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 15 Sayı: 4

Kaynak Göster

APA Maral, T. (2024). Öğrenci Motivasyonunu Artırmak için İletişim Stratejileri: Övgü ve Eleştiri Dengelemesi. AJIT-E: Academic Journal of Information Technology, 15(4), 309-331.