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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

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.

References

  • Assor, Avi & Kaplan, Haya, “Mapping the Domain of Autonomy Support: Five Important Ways to Enhance or Undermine Students’ Experience of Autonomy in Learning”, Trends and Prospects in Motivation Research, pp. 101-120, 2001.
  • Assor, Avi, Kaplan, Haya & Roth, Guy, “Choice is good, but relevance is excellent: autonomy-enhancing and suppressing teacher behaviors predicting students’ engagement in schoolwork”, British Journal of Educational Psychology, Vol. 72, pp. 261-278, 2002.
  • Assor, Avi, Kaplan, Haya, Kanat-Maymon, Yaniv & Roth, Guy, “Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety”, Learning and Instruction, Vol. 15, pp. 397-413, 2005.
  • Baldwin, Cheryl K. & Caldwell, Linda L., “Development of the Free Time Motivation Scale for Adolescents”, Journal of Leisure Research, Vol. 35, No. 2, pp. 129-151, 2003.
  • Black, Aaron E. & Deci, Edward L., “The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective”, Science Education, Vol. 84, pp. 740-756, 2000.
  • Chan, Victoria, “Autonomous Language Learning: the teachers’ perspectives”, Teaching in Higher Education, Vol. 8, No. 1, pp. 33-54, 2003.
  • Deci, Edward L., Betley, Gregory, Kahle, James, Abrams, Linda & Porac, Joseph, “When Trying to Win: Competition and Intrinsic Motivation”, Personality and Social Psychology Bulletin, Vol. 7, No. 1, pp. 79-83, 1981.
  • Deci, Edward L., Hodges, Rosemary, Pierson, Louisa & Tomassone, Joseph, “Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps”, Journal of Learning Disabilities, Vol. 25, pp. 457-471, 1992.
  • Deci, Edward L. & Ryan, Richard M., Intrinsic motivation and self- determination in human behavior, New York: Plenum, 1985a.
  • ---------, “The General Causality Orientations Scale: Self-determination in personality”, Journal of Research in Personality, Vol. 19, pp. 109-134, 1985b.
  • ---------, “A motivational approach to self: Integration in personality” In R. Dienstbier (Ed.), Nebraska symposium on motivation: Vol. 38. Perspectives on motivation (pp. 237-288), Lincoln, NE: University of Nebraska Press, 1991.
  • Dörnyei, Zoltán, Teaching and Researching Motivation, Harlow, England: Pearson Education Limited, 2001.
  • Noels, Kimberly A., “New orientations in language learning motivation: Towards a model of intrinsic, extrinsic, and integrative orientations and motivation”, In Zoltán Dörnyei & R. Smith (Eds.), Motivation and second language learning (pp. 43-68), Honolulu, HI: University of Havai’i Press, 2001a.
  • ---------, “Learning Spanish as a Second Language: Learners’ Orientations and Perceptions of Their Teachers’ Communication Style”, Language Learning, Vol. 51, No. 1, pp. 107-144, 2001b.
  • Noels, Kimberly A., Clément, Richard & Pelletier, Luc G., “Perceptions of Teachers’ Communicative Style and Students’ Intrinsic and Extrinsic Motivation”, The Modern Language Journal, Vol. 83, pp. 23-34, 1999.
  • Noels, Kimberly A., Pelletier, Luc G., Clément, Richard & Vallerand, Robert J., “Why Are You Learning a Second Language? Motivational Orientations and Self-Determination Theory”, Language Learning, Vol. 50, No. 1, pp. 57-85, 2000.
  • Ntoumanis, Nikos, “A self-determination approach to the understanding of motivation in physical education”, British Journal of Educational Psychology, Vol.71, pp. 225-242, 2001.
  • Pelletier, Luc G., Fortier, Michelle S., Vallerand, Robert J. & Brière, Nathalie M., “Associations Among Perceived Autonomy Support, Forms of Self- Regulation, and Persistence: A Prospective Study”, Motivation and Emotion, Vol. 25, No. 4, pp. 279-306, 2001.
  • Pelletier, Luc G., Tuson, Kim M., Green-Demers, Isabelle, Noels, Kimberly & Beaton, Ann M., “Why Are You Doing Things for the Environment? The Motivation Toward the Environment Scale (MTES)”, Journal of Applied Social Psychology, Vol. 28, No. 5, pp. 437-468, 1998.
  • Ratelle, Catherine F., Guay, Frédéric, Vallerand, Robert J., Larose, Simon & Senécal, Caroline, “Autonomous, Controlled, and Amotivated Types of Academic Motivation: A Person-Oriented Analysis”, Journal of Educational Psychology, Vol. 99, No. 4, pp. 734-746, 2007.
  • Reeve, Johnmarshall, “Self-determination theory applied to educational settings”, In E.L. Deci & R.M. Ryan (Eds.), Handbook of self- determination research (pp. 183-203). Rochester, NY: University of Rochester Press, 2002.
  • ---------, “Teachers as Facilitators: What Autonomy-Supportive Teachers Do and Why Their Students Benefit”, The Elementary School Journal, Vol. 106, No. 3, pp. 225-237, 2006.
  • Reeve, Johnmarshall, Jang, Hyungshim, Carrell, Dan, Jeon, Soohyun & Barch, Jon, “Enhancing Students’ Engagement by Increasing Teachers’ Autonomy Support”, Motivation and Emotion, Vol. 28, No. 2, pp. 147- 169, 2004.
  • Ryan, Richard M. & Connell, James P., “Perceived locus of causality and internalization: Examining reasons for acting in two domains”, Journal of Personality and Social Psychology, Vol. 57, pp. 749-761, 1989.
  • Ryan, Richard M. & Deci, Edward L., “Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions”, Contemporary Educational Psychology, Vol. 25, pp. 54-67, 2000a.
  • ---------, “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Psychologist, Vol. 55, No. 1, pp. 68-78, 2000b. Development, and Well-Being”, American
  • Vallerand, Robert J., Pelletier, Luc G., Blais, Marc R., Briere, Nathalie M., Senécal, Caroline B. & Vallieres, Évelyne F., “The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education”, Educational and Psychological Measurement, Vol. 52, pp. 1003-1017, 1992. Vandergrift, Larry,
  • “Relationships among Motivation Orientations,
  • Metacognitive Awareness and Proficiency in L2 Listening”, Applied
  • Linguistics, Vol. 26, No. 1, pp. 70-89, 2005.
  • Vansteenkiste, Maarten, Zhou, Mingming, Lens, Willy & Soenens, Bart, “Experiences of Autonomy and Control Among Chinese Learners: Vitalizing or Immobilizing?” Journal of Educational Psychology, Vol. 97, No. 3, pp. 468-483, 2005.
  • Williams, Geoffrey C. & Deci, Edward L., “Internalization of biopsychosocial values by medical students: A test of self-determination theory”, Journal of Personality and Social Psychology, Vol. 70, pp. 767-779, 1996.
  • Williams, Geoffrey C., Saizow, Ronald, Ross, Lisa & Deci, Edward L., “Motivation underlying career choice for internal medicine and surgery”, Social Science and Medicine, Vol. 45, pp. 1705-1713, 1997.
  • Yeşilyurt, Savaş, 2008, A Self-Determination Approach to Teaching Writing in Pre-Service EFL Teacher Education, Unpublished PhD Thesis, Erzurum: Atatürk University, The Institute of Social Sciences.
  • Zuckerman, Miron, Porac, Joseph, Lathin, Drew, Smith, Raymond & Deci, Edward L., “On the Importance of Self-Determination for Intrinsically- Motivated Behavior”, Personality and Social Psychology Bulletin, Vol.4, No. 3, 443-446, 1978.
Year 2008, Volume: 12 Issue: 2, 397 - 412, 18.02.2010

Abstract

References

  • Assor, Avi & Kaplan, Haya, “Mapping the Domain of Autonomy Support: Five Important Ways to Enhance or Undermine Students’ Experience of Autonomy in Learning”, Trends and Prospects in Motivation Research, pp. 101-120, 2001.
  • Assor, Avi, Kaplan, Haya & Roth, Guy, “Choice is good, but relevance is excellent: autonomy-enhancing and suppressing teacher behaviors predicting students’ engagement in schoolwork”, British Journal of Educational Psychology, Vol. 72, pp. 261-278, 2002.
  • Assor, Avi, Kaplan, Haya, Kanat-Maymon, Yaniv & Roth, Guy, “Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety”, Learning and Instruction, Vol. 15, pp. 397-413, 2005.
  • Baldwin, Cheryl K. & Caldwell, Linda L., “Development of the Free Time Motivation Scale for Adolescents”, Journal of Leisure Research, Vol. 35, No. 2, pp. 129-151, 2003.
  • Black, Aaron E. & Deci, Edward L., “The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective”, Science Education, Vol. 84, pp. 740-756, 2000.
  • Chan, Victoria, “Autonomous Language Learning: the teachers’ perspectives”, Teaching in Higher Education, Vol. 8, No. 1, pp. 33-54, 2003.
  • Deci, Edward L., Betley, Gregory, Kahle, James, Abrams, Linda & Porac, Joseph, “When Trying to Win: Competition and Intrinsic Motivation”, Personality and Social Psychology Bulletin, Vol. 7, No. 1, pp. 79-83, 1981.
  • Deci, Edward L., Hodges, Rosemary, Pierson, Louisa & Tomassone, Joseph, “Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps”, Journal of Learning Disabilities, Vol. 25, pp. 457-471, 1992.
  • Deci, Edward L. & Ryan, Richard M., Intrinsic motivation and self- determination in human behavior, New York: Plenum, 1985a.
  • ---------, “The General Causality Orientations Scale: Self-determination in personality”, Journal of Research in Personality, Vol. 19, pp. 109-134, 1985b.
  • ---------, “A motivational approach to self: Integration in personality” In R. Dienstbier (Ed.), Nebraska symposium on motivation: Vol. 38. Perspectives on motivation (pp. 237-288), Lincoln, NE: University of Nebraska Press, 1991.
  • Dörnyei, Zoltán, Teaching and Researching Motivation, Harlow, England: Pearson Education Limited, 2001.
  • Noels, Kimberly A., “New orientations in language learning motivation: Towards a model of intrinsic, extrinsic, and integrative orientations and motivation”, In Zoltán Dörnyei & R. Smith (Eds.), Motivation and second language learning (pp. 43-68), Honolulu, HI: University of Havai’i Press, 2001a.
  • ---------, “Learning Spanish as a Second Language: Learners’ Orientations and Perceptions of Their Teachers’ Communication Style”, Language Learning, Vol. 51, No. 1, pp. 107-144, 2001b.
  • Noels, Kimberly A., Clément, Richard & Pelletier, Luc G., “Perceptions of Teachers’ Communicative Style and Students’ Intrinsic and Extrinsic Motivation”, The Modern Language Journal, Vol. 83, pp. 23-34, 1999.
  • Noels, Kimberly A., Pelletier, Luc G., Clément, Richard & Vallerand, Robert J., “Why Are You Learning a Second Language? Motivational Orientations and Self-Determination Theory”, Language Learning, Vol. 50, No. 1, pp. 57-85, 2000.
  • Ntoumanis, Nikos, “A self-determination approach to the understanding of motivation in physical education”, British Journal of Educational Psychology, Vol.71, pp. 225-242, 2001.
  • Pelletier, Luc G., Fortier, Michelle S., Vallerand, Robert J. & Brière, Nathalie M., “Associations Among Perceived Autonomy Support, Forms of Self- Regulation, and Persistence: A Prospective Study”, Motivation and Emotion, Vol. 25, No. 4, pp. 279-306, 2001.
  • Pelletier, Luc G., Tuson, Kim M., Green-Demers, Isabelle, Noels, Kimberly & Beaton, Ann M., “Why Are You Doing Things for the Environment? The Motivation Toward the Environment Scale (MTES)”, Journal of Applied Social Psychology, Vol. 28, No. 5, pp. 437-468, 1998.
  • Ratelle, Catherine F., Guay, Frédéric, Vallerand, Robert J., Larose, Simon & Senécal, Caroline, “Autonomous, Controlled, and Amotivated Types of Academic Motivation: A Person-Oriented Analysis”, Journal of Educational Psychology, Vol. 99, No. 4, pp. 734-746, 2007.
  • Reeve, Johnmarshall, “Self-determination theory applied to educational settings”, In E.L. Deci & R.M. Ryan (Eds.), Handbook of self- determination research (pp. 183-203). Rochester, NY: University of Rochester Press, 2002.
  • ---------, “Teachers as Facilitators: What Autonomy-Supportive Teachers Do and Why Their Students Benefit”, The Elementary School Journal, Vol. 106, No. 3, pp. 225-237, 2006.
  • Reeve, Johnmarshall, Jang, Hyungshim, Carrell, Dan, Jeon, Soohyun & Barch, Jon, “Enhancing Students’ Engagement by Increasing Teachers’ Autonomy Support”, Motivation and Emotion, Vol. 28, No. 2, pp. 147- 169, 2004.
  • Ryan, Richard M. & Connell, James P., “Perceived locus of causality and internalization: Examining reasons for acting in two domains”, Journal of Personality and Social Psychology, Vol. 57, pp. 749-761, 1989.
  • Ryan, Richard M. & Deci, Edward L., “Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions”, Contemporary Educational Psychology, Vol. 25, pp. 54-67, 2000a.
  • ---------, “Self-Determination Theory and the Facilitation of Intrinsic Motivation, Psychologist, Vol. 55, No. 1, pp. 68-78, 2000b. Development, and Well-Being”, American
  • Vallerand, Robert J., Pelletier, Luc G., Blais, Marc R., Briere, Nathalie M., Senécal, Caroline B. & Vallieres, Évelyne F., “The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education”, Educational and Psychological Measurement, Vol. 52, pp. 1003-1017, 1992. Vandergrift, Larry,
  • “Relationships among Motivation Orientations,
  • Metacognitive Awareness and Proficiency in L2 Listening”, Applied
  • Linguistics, Vol. 26, No. 1, pp. 70-89, 2005.
  • Vansteenkiste, Maarten, Zhou, Mingming, Lens, Willy & Soenens, Bart, “Experiences of Autonomy and Control Among Chinese Learners: Vitalizing or Immobilizing?” Journal of Educational Psychology, Vol. 97, No. 3, pp. 468-483, 2005.
  • Williams, Geoffrey C. & Deci, Edward L., “Internalization of biopsychosocial values by medical students: A test of self-determination theory”, Journal of Personality and Social Psychology, Vol. 70, pp. 767-779, 1996.
  • Williams, Geoffrey C., Saizow, Ronald, Ross, Lisa & Deci, Edward L., “Motivation underlying career choice for internal medicine and surgery”, Social Science and Medicine, Vol. 45, pp. 1705-1713, 1997.
  • Yeşilyurt, Savaş, 2008, A Self-Determination Approach to Teaching Writing in Pre-Service EFL Teacher Education, Unpublished PhD Thesis, Erzurum: Atatürk University, The Institute of Social Sciences.
  • Zuckerman, Miron, Porac, Joseph, Lathin, Drew, Smith, Raymond & Deci, Edward L., “On the Importance of Self-Determination for Intrinsically- Motivated Behavior”, Personality and Social Psychology Bulletin, Vol.4, No. 3, 443-446, 1978.
There are 35 citations in total.

Details

Primary Language tr; en
Journal Section Makaleler
Authors

Savaş Yeşilyurt This is me

Publication Date February 18, 2010
Published in Issue Year 2008 Volume: 12 Issue: 2

Cite

APA Yeşilyurt, S. (2010). THE RELATIONSHIP BETWEEN STUDENTS’ PERCEIVED AUTONOMY SUPPORT AND MOTIVATIONAL PATTERNS IN ENGLISH WRITING COURSES: A SELF-DETERMINATION THEORY APPROACH. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(2), 397-412.

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