THE RELATIONSHIP BETWEEN STUDENTS’ PERCEIVED AUTONOMY SUPPORT AND MOTIVATIONAL PATTERNS IN ENGLISH WRITING COURSES: A SELF-DETERMINATION THEORY APPROACH

Year 2008, Volume: 12 Issue: 2, 397 - 412, 18.02.2010

Savaş Yeşilyurt

Abstract

In this study, it was aimed to identify the relationship between the
motivational patterns of EFL students and their perceived autonomy support in
writing classes from a self-determination theory perspective.
According to the analysis of the data obtained, it was found that there is a
significant relationship between participants’ perceived autonomy support and
different motivation types. Data analyses also showed that the relationship
between more autonomous motivation types and perceived autonomy support
levels was stronger than the one between less autonomous motivation types and
perceived autonomy support levels.
As a result, considering that almost all of the studies on self-determination theory
showed that more intrinsic motivation types were more effective on academic
achievement than extrinsic ones, it can be claimed that facilitating autonomy
support in learning settings would enhance students’ intrinsic motivations and
their achievement levels in English writing classes.

Key Words: Self-determination theory, motivational patterns, EFL writing,
perceived autonomy support, intrinsic motivation, extrinsic motivation,
amotivation

 

Özet : Bu çalısmada, Đngilizce bölümü öğrencilerin Đngilizce yazma derslerindeki
güdülenme türleri ile bu derslerdeki algılanan özerklik düzeyleri arasındaki
iliskinin öz-belirleme kuramı bakıs açısına göre incelenmesi amaçlanmıstır.
Elde edilen verilerin çözümlenmesi sonucunda, katılımcıların algılanan özerklik
desteği düzeyleri ile farklı güdülenme türleri arasında anlamlı bir iliski olduğu
tespit edilmistir. Veri çözümlemeleri, özerklik düzeyi daha yüksek güdülenme
türleri ile algılanan özerklik desteği arasındaki iliskinin özerklik düzeyi daha
düsük olan güdülenme türleri ile algılanan özerklik desteği arasındaki iliskiden
daha güçlü olduğunu göstermistir.

Öz-belirleme kuramı üzerine yapılmıs çalısmaların hemen hemen hepsinin içsel
güdülenme türlerinin dıssal olanlara göre akademik basarı üzerinde daha etkili
olduğunu gösterdiğini düsünürsek, sonuç olarak, öğrenme ortamındaki özerklik
desteğinin artırılmasının öğrencilerin içsel güdülenmeleri ve dolayısıyla da onların
yazma derslerindeki basarılarını artırmada etkili olacağını söyleyebiliriz.

Anahtar sözcükler: Öz-belirleme kuramı, güdülenme türleri, yabancı dil olarak
ingilizce’de yazma, algılanan özerklik desteği, içsel güdülenme, dıssal
güdülenme, güdülenme yoksunluğu.

Keywords

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