MOTIVATION, STRATEGY USE AND ACADEMIC ACHIEVEMENT OF UNIVERSITY STUDENTS WITH A VIEW TO DOMAIN, GENDER AND YEAR OF STUDY

Year 2014, Volume: 23 Issue: 2, 73 - 86, 15.10.2014

Berrin Uçkun Gamze Külekçi Almacıoğlu

Abstract

This study examines the correlational and predictive relations between motivational constructs and levels of self-regulatory strategy use in university students representing three subject domains – two social science departments and one natural science department. Gender and year of study were used as categorizations variables. Multivariance analyses were run to examine main effects and interactive relations between gender, year of study and subjects’ mean levels of motivations and strategy use. Strong correlational ties among some of the motivational components were common to all three departments, while departmental differences did exist pertaining to the use of cognitive and metacognitive strategies, and resource management. Analyses of the predictive power of motivational components on strategy use levels established intrinsic goal orientation as the single most significant determiner of strategy use, however levels of motivation and strategy use were not predictive of achievement for all departments. Contextual reasons and pedagogical implications of these results are discussed.

Keywords

motivation, self-regulated learning, strategy use, domain, gender, achievement

Motivation, Strategy Use and Academic Achievement of University Students with a View to Domain, Gender and Year of Study

Abstract

Bu çalışmada üniversite öğrencilerinin öz-düzenleyici strateji kullanım düzeyleri ile güdülenme yapıları arasındaki ilişki ve belirleyicilik düzeyi incelenmektedir. Denek belirlemede, bilim alanları olarak iki sosyal bilimler ve bir doğa bilimleri dalı bölümleri seçilmiştir. Cinsiyet, sınıf düzeyi ve deneklerin motivasyon ve strateji kullanım ortalama değerleri arasındaki interaktif ilişkileri ve ana etkenleri belirlemek için Multivariance Analysis kullanılmıştır. Üç bölüm öğrencilerinin ortak özelliği olarak belirli motivasyon ögeleri arasında güçlü korelasyon ilişkileri görülmekle beraber zihinsel ve metazihinsel strateji ve kaynak yönetimi kullanımlarına yönelik bölümler arasında farklılıklar gözlenmemiştir. Strateji kullanımının tek başına en güçlü
motivasyonal belirleyicisi olarak iç hedef oryantasyonu saptanmıştır, ancak akademik başarı üzerinde motivasyon ve strateji kullanımının belirleyici olmadığı gözlenmiştir. Çalışmanın sonuçlarının bağlamsal nedenleri ve pedagojik çıkarımları tartışılmaktadır. 

Keywords

güdülenme, öz-düzenlemeli öğrenim, strateji kullanımı, alan, cinsiyet, başarı

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