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ÖĞRENCİLERİN, OKUMAYA İSTEKLENDİRİCİ ETMENLERLE KARŞILAŞMA DURUMU: ÖĞRETMEN, AİLE, ARKADAŞ ve KİTAP BOYUTLARI ÜZERİNDEN BİR ARAŞTIRMA

Year 2011, Issue: 30, 221 - 237, 01.12.2011

Hakan Ülper

Abstract

Bu araştırma­nın amacı öğrencilerin okumaya güdüleyici etmenlerle karşılaşma düzeylerini öğretmen, aile, arkadaş ve kitap değişkenleri bağlamında belirlemektir. Bu bağlamda Burdur il merkezi evren olarak belirlenmiş­tir. Bu evrenden seçkisiz olarak belirlenen ilköğretim ve ortaöğretim öğrencilerinin oluşturduğu örneklemden veriler toplanmıştır. Verileri toplamak için araştırmacı tarafından bir sormaca geliştirilmiştir. Elde edilen veriler SPSS programına yükle­nerek çözümlenmiştir. Ortaya çıkan sonuca göre ilköğretim öğrencileri sık sık; ilköğretim ikinci kademe ve öğrencileri ender olarak okumaya güdüleyici etmenlerle karşılaşmaktadır. Öğrenciler büyüdükçe okumaya güdüleyici etmenlerle karşılaşma düzeyleri düşmektedir. Cinsiyet değişkeni bakımından okumaya güdüleyici etmenlerle karşılaşmada belirgin bir fark yoktur. Elde edilen bu bulgular alanyazındaki ilgili araştırmalarla tartışılarak sunulmuştur

Keywords

Okuma Okuma Güdüsü Okul

References

  • Baker, L. (2003). The role of parents in motivating struggling readers. Reading & Writing Quarterly, 19, 87-106.
  • Baker, L., ve Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34 (4), 452- 477.
  • Corcoran, C., ve Mamalikis, A. (2009). Fifth grade students’ perceptions of reading motivation techniques. Reading Improvement, 46 (3), 137-142.
  • Drummond, K., V. ve Stipek, D. (2004). Low-income parents’ beliefs about their role in academic learning. The Elementary School Journal, 104 (3), 197-213.
  • Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50 (1), 15-23.
  • Goodin, S., M.; Weber, C., M.; Pearson, P., D. ve Raphael, T., E. (2009). Comprehension, The means, motive and opportunity for meeting the needs of diverse learners, L., M., Morrow; R. Rueda; D. Lapp (Eds.), Handbook of Research on Literacy and Diversty, New York: The Guilford Press.
  • Guthrie, J. T.ve Greaney, V. (1996). Literacy acts. R. Barr, M. Kamil, P. B. Mosenthal, P. D. Pearson, (Eds.), Reading research handbook (Vol. II. pp. 68-96). Mahwah, NJ: Erlbaum.
  • Guthrie, J. T., ve Wigfield, A. (2000). Engagement and motivation in reading. M. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Reading research handbook (Vol. III. pp. 403- 424). Mahwah, NJ: Erlbaum.
  • Guthrie, J. T., Wigfield, A., Humenick N. M., Perencevich, K. C., Taboada, A., ve Pedro B. (2006). Influences of stimulating tasks on reading motivation and comprehension. The Journal of Educational Research, 99 (4), 232-245.
  • Ivey, G.ve Broaddus, K. (2001). “Just plain reading”: A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly,36(4), 350-377.
  • Keleş, Ö. (2006). İlköğretim 4. ve 5. Sınıf Öğrencilerinde Kitap Okuma Alışkanlığının İncelenmesi. Yayımlanmamış Yüksek Lisans Tezi GÜ, Eğitim Bilimleri Enstitüsü. Ankara.
  • Kelley, M.,J. ve Decker, E., O. (2009). The current state of motivation to read among middle school students, Reading Psychology, 30, 466–485.
  • Kurulgan, M., ve Çekerol, G. S. (2008). Öğrencilerin okuma ve kütüphane kullanma alışkanlıkları üzerine bir araştırma. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 8(2), 237- 258.
  • Lau, K., L. (2009a) Grade differences in reading nnotivation among Hong Kong prinnary and secondary students. British Journal of Educational Psychology, 79, 713-733.
  • Lau, K. T. (2009b).Reading motivation, perceptions of reading instruction and reading amount: a comparison of junior and senior secondary students in Hong Kong. Journal of Research in Reading, 32(4), 366–382.
  • Law, Y-K. (2008).The relationship between extrinsic motivation, home literacy, classroom instructional practices, and reading proficiency in second-grade Chinese children. Research in Education, 80, 37-51.
  • McKool, S. S. (2007). Factors that influence the decision to read: An investigation of fifth grade students’ out-of-school reading habits. Reading improvement, 22, 111-131.
  • Morrow, L., M. (1992). The impact of a literature-based program on literacy achievement, use of literature, and attitutes of children from minority backgrounds. Reading Research Quarterly, 27(3), 250-275.
  • Oldfather, P. (1993). What students say about motivating experiences in a whole language clasroom. The ReadingTeacher, 46 (8), 672-681.
  • Schiefele, U.ve Krapp, A. (1996). Topic interest and free recall of expository test. Learning and Individual Differences, 8, 141-160.
  • Schraw, G., Flowerday, T., ve Reisetter, M. F. (1998). The role of choice in reader engagement. Journal of Educational Psychology, 90 (4), 705-14
  • Taboada, A.; Tonks, A., M.; Wigfield, A.ve Guthrie, J., T. (2009). Effects of motivational and cognitive variables on reading comprehension, Read Writ, 22, 85–106.
  • Topçu, Y. E. (2007). İlköğretim 6, 7 ve 8. sınıf öğrencilerinin okuma alışkanlıkları. Milli Eğitim, S.176.
  • Ülper, H. (2011). Öğrenci açısından okumaya güdüleyici etmenler. KUYEB, 11(2), 941-960.
  • Wentzel, K., R. (2005). Peer relationship, motivation, and academic performance at school. A, J. Elliot ve C., S. Dweck (Eds.), Handbook of competence and motivation, New York: The Guilfor Press.
  • Wigfield, A., ve Guthrie, J. T. (1997). Relations of children’s motivation for reading the amount and breadth of their reading. Journal of Educational Psychology, 89 (3), 420-432.
  • Yılmaz, B. (2004). Öğrencilerin okuma ve kütüphane kullanma alışkanlıklarında ebeveynlerin duyarlılığı. Bilgi Dünyası, 5 (2), 115-136.

ÖĞRENCİLERİN, OKUMAYA İSTEKLENDİRİCİ ETMENLERLE KARŞILAŞMA DURUMU: ÖĞRETMEN, AİLE, ARKADAŞ ve KİTAP BOYUTLARI ÜZERİNDEN BİR ARAŞTIRMA

Year 2011, Issue: 30, 221 - 237, 01.12.2011

Hakan Ülper

Abstract

The purpose of this research is to determine the levels of reading motivational factors that students encounter in the context of teachers, family, friends and the book variables. In this sense the universe is determined as the central province of Burdur. The primary, secondary and high school students selected from this universe as a random sample. The data collected from this sample. A questionnaire developed by researchers to collect data. The data were analyzed using SPSS program loaded. According to the conclusion the elementary school students often, middle and high school students rarely encounter reading motivational factors. The encounter of reading motivational factors decreased, as the students grew older. There is no distinction in terms of the gender variable.

Keywords

Reading Reading Motivation School

References

  • Baker, L. (2003). The role of parents in motivating struggling readers. Reading & Writing Quarterly, 19, 87-106.
  • Baker, L., ve Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34 (4), 452- 477.
  • Corcoran, C., ve Mamalikis, A. (2009). Fifth grade students’ perceptions of reading motivation techniques. Reading Improvement, 46 (3), 137-142.
  • Drummond, K., V. ve Stipek, D. (2004). Low-income parents’ beliefs about their role in academic learning. The Elementary School Journal, 104 (3), 197-213.
  • Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50 (1), 15-23.
  • Goodin, S., M.; Weber, C., M.; Pearson, P., D. ve Raphael, T., E. (2009). Comprehension, The means, motive and opportunity for meeting the needs of diverse learners, L., M., Morrow; R. Rueda; D. Lapp (Eds.), Handbook of Research on Literacy and Diversty, New York: The Guilford Press.
  • Guthrie, J. T.ve Greaney, V. (1996). Literacy acts. R. Barr, M. Kamil, P. B. Mosenthal, P. D. Pearson, (Eds.), Reading research handbook (Vol. II. pp. 68-96). Mahwah, NJ: Erlbaum.
  • Guthrie, J. T., ve Wigfield, A. (2000). Engagement and motivation in reading. M. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Reading research handbook (Vol. III. pp. 403- 424). Mahwah, NJ: Erlbaum.
  • Guthrie, J. T., Wigfield, A., Humenick N. M., Perencevich, K. C., Taboada, A., ve Pedro B. (2006). Influences of stimulating tasks on reading motivation and comprehension. The Journal of Educational Research, 99 (4), 232-245.
  • Ivey, G.ve Broaddus, K. (2001). “Just plain reading”: A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly,36(4), 350-377.
  • Keleş, Ö. (2006). İlköğretim 4. ve 5. Sınıf Öğrencilerinde Kitap Okuma Alışkanlığının İncelenmesi. Yayımlanmamış Yüksek Lisans Tezi GÜ, Eğitim Bilimleri Enstitüsü. Ankara.
  • Kelley, M.,J. ve Decker, E., O. (2009). The current state of motivation to read among middle school students, Reading Psychology, 30, 466–485.
  • Kurulgan, M., ve Çekerol, G. S. (2008). Öğrencilerin okuma ve kütüphane kullanma alışkanlıkları üzerine bir araştırma. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 8(2), 237- 258.
  • Lau, K., L. (2009a) Grade differences in reading nnotivation among Hong Kong prinnary and secondary students. British Journal of Educational Psychology, 79, 713-733.
  • Lau, K. T. (2009b).Reading motivation, perceptions of reading instruction and reading amount: a comparison of junior and senior secondary students in Hong Kong. Journal of Research in Reading, 32(4), 366–382.
  • Law, Y-K. (2008).The relationship between extrinsic motivation, home literacy, classroom instructional practices, and reading proficiency in second-grade Chinese children. Research in Education, 80, 37-51.
  • McKool, S. S. (2007). Factors that influence the decision to read: An investigation of fifth grade students’ out-of-school reading habits. Reading improvement, 22, 111-131.
  • Morrow, L., M. (1992). The impact of a literature-based program on literacy achievement, use of literature, and attitutes of children from minority backgrounds. Reading Research Quarterly, 27(3), 250-275.
  • Oldfather, P. (1993). What students say about motivating experiences in a whole language clasroom. The ReadingTeacher, 46 (8), 672-681.
  • Schiefele, U.ve Krapp, A. (1996). Topic interest and free recall of expository test. Learning and Individual Differences, 8, 141-160.
  • Schraw, G., Flowerday, T., ve Reisetter, M. F. (1998). The role of choice in reader engagement. Journal of Educational Psychology, 90 (4), 705-14
  • Taboada, A.; Tonks, A., M.; Wigfield, A.ve Guthrie, J., T. (2009). Effects of motivational and cognitive variables on reading comprehension, Read Writ, 22, 85–106.
  • Topçu, Y. E. (2007). İlköğretim 6, 7 ve 8. sınıf öğrencilerinin okuma alışkanlıkları. Milli Eğitim, S.176.
  • Ülper, H. (2011). Öğrenci açısından okumaya güdüleyici etmenler. KUYEB, 11(2), 941-960.
  • Wentzel, K., R. (2005). Peer relationship, motivation, and academic performance at school. A, J. Elliot ve C., S. Dweck (Eds.), Handbook of competence and motivation, New York: The Guilfor Press.
  • Wigfield, A., ve Guthrie, J. T. (1997). Relations of children’s motivation for reading the amount and breadth of their reading. Journal of Educational Psychology, 89 (3), 420-432.
  • Yılmaz, B. (2004). Öğrencilerin okuma ve kütüphane kullanma alışkanlıklarında ebeveynlerin duyarlılığı. Bilgi Dünyası, 5 (2), 115-136.
There are 27 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Other ID JA45BP85AR
Journal Section Articles
Authors

Hakan Ülper This is me

Publication Date December 1, 2011
Published in Issue Year 2011 Issue: 30

Cite

APA Ülper, H. (2011). ÖĞRENCİLERİN, OKUMAYA İSTEKLENDİRİCİ ETMENLERLE KARŞILAŞMA DURUMU: ÖĞRETMEN, AİLE, ARKADAŞ ve KİTAP BOYUTLARI ÜZERİNDEN BİR ARAŞTIRMA. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(30), 221-237.