The Relationship between Academic Amotivation and Academic Achievement: A Study on Middle School Students

Year 2021, , 389 - 410, 15.07.2021

İlhan Ilter

https://doi.org/10.30831/akukeg.847145

Cited By: 4

Abstract

This study examined the predictive effect of academic amotivation on academic achievement (as measured by GPA) of middle-school students. Also, it was examined whether the level of academic amotivation of students would vary by gender variable. A total of 342 eighth-grade students from middle schools located in Turkey participated in the study. Data were collected from the Academic Amotivation Scale. Pearson's correlation coefficient, t-test for independent groups, and simple linear regression analysis were used for data analysis. Regression analysis results showed that amotivation was a significant negative predictor of academic achievement and accounted for 15% of the total variance in academic achievement. With regarding gender differences, the results indicate that significant differences were found between the levels of amotivation of students according to their gender. The reason for the gender difference was that level of amotivation due to lack of effort beliefs, less values placed on the tasks, and perceptions about the characteristics of the tasks, for boys were found to be higher than for girls.

Keywords

Motivation,, Self Determination Theory,, Academic achievement ,

Akademik Motivasyonsuzluk ile Akademik Başarı Arasındaki İlişki: Ortaokul Öğrencileri Üzerine Bir Çalışma

Abstract

Bu araştırma akademik motivasyonsuzluğun ortaokul öğrencilerinin akademik başarıları üzerinde etkisini belirlemeyi amaçlamıştır. Ayrıca çalışmada öğrencilerin akademik motivasyonsuzluk düzeylerinin cinsiyetlerine göre farklılık gösterip göstermediği incelenmiştir. Araştırmanın örneklemini Kahramanmaraş ilinde yer alan devlet ortaokullarında öğrenim gören 342 ortaokul sekizinci sınıf öğrencisi oluşturmuştur. Veriler Akademik Motivasyonsuzluk Ölçeği’nden elde edilmiştir. Akademik motivasyonsuzluğun akademik başarıdaki varyansı ne ölçüde açıkladığını belirlemek için basit bir doğrusal regresyon analizi; motivasyonsuzluk türlerinin öğrencilerin cinsiyetlerine göre farklılık gösterip göstermediğini belirlemek için t-testi analizi kullanılmıştır. Regresyon analizi sonuçları akademik motivasyonsuzluğun akademik başarının negatif yönlü anlamlı bir yordayıcısı olduğunu göstermiştir. Öğrencilerin cinsiyetlerine göre akademik motivasyonsuzluk düzeyleri arasında anlamlı düzeyde farklılıklar belirlenmiştir. Erkeklerin kızlara göre akademik faaliyetlere karşı daha fazla motivasyonsuzluk duygusu hissettikleri bulunmuştur. Cinsiyetten kaynaklanan farklılığın nedeni ise erkeklerin çaba inançlarındaki eksiklikler, görevlere yükledikleri değer eksikliği ve akademik görevlerin özellikleriyle ilgili algılarından kaynaklı motivasyonsuzluk düzeylerinin anlamlı düzeyde daha yüksek bulunmasıdır. 

Keywords

motivasyon, öz-belirleme kuramı, motivasyonsuzluk

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