Validation of the Motivation to Teach Scale

Abstract

Bu çalışmanın amacı öğretmen adaylarının içsel ve dışsal öğretme motivasyonunu ölçen öz-bildirimli (kendi görüş ve ifadelerine dayalı) psikolojik bir araç geliştirip, geçerliğini kanıtlamaktır. Amerika Birleşik Devletleri’ndeki bir üniversitede Eğitim Psikolojisi dersi alan 147 lisans öğrenci bu çalışmaya katılarak 12 maddelik Öğretme Motivasyonu Ölçeği ile diğer dört ölçeği doldurmuşlardır. Öğretme Motivasyonu Ölçeği’ne uygulanan açıklayıcı faktör analizi, varyansın % 54'ünü açıklayan iki faktör çözümünü ortaya çıkarmıştır. Yapı geçerliği kanıtları a) bu faktörlerin içsel ve dışsal öğretme motivasyonunu yansıttığını, b) bu iki faktörün dikey düzlemde olduğunu göstermiştir. Bu çalışma, öğretmen adaylarının içsel ve dışsal öğretme motivasyonunu ölçmede geçerli ve güvenilir olduğunu gösteren yeni bir motivasyon aracı için öncül kanıtları sağlamaktadır. Gelecek çalışmalar ve uygulamalar için çıkarımlar tartışılmıştır

Keywords

• -

References

1. Amabile, T., Hill, K., Hennessey, B., & Tighe, E. (1994). The work preference inventory: Assessing intrinsic and extrinsic motivational orientations. Journal of Personality and Social Psychology, 66, 950-967.
2. Covington, M., & Müeller, K. (2001). Intrinsic versus extrinsic motivation: An approach/avoidance reformulation. Educational Psychology Review, 13, 157-176.
3. Cury, F., Elliot A., Sarrazin P., Da Fonseca, D., & Rufo, M. (2002). The trichotomous achievement goal model and intrinsic motivation: a sequential mediational analysis. Journal of Experimental Social Psychology, 38, 473-481.
4. Csikszentmihalyi M., & Rathunde, K. (1993). The measurement of flow in everyday life: Toward a theory of emergent motivation. Nebraska Symposium, on Motivation, 40, 57-97.
5. Deci, E.L. (1975). Intrinsic motivation plenum, New York: Plenum Publishing Co.
6. Deci, E. L., & R. M. Ryan (1985). Intrinsic motivation and self-determination in human behavior. New York, Plenum Press.
7. Deci, E. L., & Ryan, R. M. (2001). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
8. Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3 & 4), 325-346.

9. Durik A., & Harackiewicz J. (2003). Achievement goals and intrinsic motivation: Coherence, concordance, and achievement orientation. Journal of Experimental Social Psychology, 39, 378-385.
10. Dweck, C., & Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
11. Elliot, A.J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13 (2), 139-154.
12. Harackiewicz, J., & Sansone, C. (2000). Rewarding competence: The importance of goals in the study of intrinsic motivation. In Carol Sansone and Judith Harackiewicz, (Eds.) Intrinsic and Extrinsiuc Motivation: The search for optimal motivation and performance. San Diego CA: Academic Press.
13. Harackiewicz, J. & Sansone, C. (1991). Goals and intrinsic motivation: You can get there from here. In Martin Maher and Paul Pintrich (Eds.). Advances in motivation and achievement: A research Annual Vol. 7. Jai Press, Greenwich, Ct.
14. Harackiewicz, J., Barron, K., Pintrich, P., Elliot, A. & Thrash, T. (2002). Revision of Achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638-645.
15. Hardre, P. L., & J. Reeve (2003). A motivational model of rural students' intentions to persist in, versus drop out of, high school. Journal of Educational Psychology, 95(2) 347.
16. Hinkin, T.R. (1995). A review of scale development practices in the study of organizations. Journal of Management, 21(5), 967-988.
17. Miller, R., & Brickman, S. (2004). A model of future-oriented motivation and self-regulation. Educational Psychology Review, 16, 9-33.
18. Miller, R.B., Greene, B. A., Montalvo, G. P., Ravindran, B., & Nichols, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others and perceived ability. Contemporary Educational Psychology, 21, 388-422.
19. Moneta, G.B., Csikszentmihalyi, M., & Schneider, B. (2000). A longitudinal study of personality and experiential components of self-esteem across adolescence. International Journal of Psychology, 35, 212-212.
20. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
21. Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self regulated learning. International Journal of Education, 31, 459-470.
22. Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. Advances in Motivation and Achievement: A Research Annual, 7, 371-402.
23. Rawsthorne, L.J., & Elliot, A.J. (1999). Achievement goals and intrinsic motivation: A meta-analytic review. Personality and Social Psychology Review, 3, 326–44.
24. Reeve, J., Deci, E.L., & Ryan, R.M. (2004).Self-determination theory: A dialectical framework for understanding the sociocultural influences on student motivation’, in D. McInerney and S. Van Etten (Eds), Research on Sociocultural Influences on Motivation and Learning: Big Theories Revisited, Vol. 4, (pp. 31–59). Greenwich, CT: Information Age Press.
25. Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
26. Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
27. Schwarzer, R., Schmitz, G. S., & Daytner, G. (1999). Teacher self-efficacy scale. Retrieved from: http://www.fuberlin.de/gesund/skalen/Language_Selection/Turkish/Teacher_Self-Efficacy/teacher_self-efficacy.htm.
28. Vallerand, R.J., Fortier, M.S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72,1161-1176.
29. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the academic motivation scale. Educational and Psychological Measurement, 53, 159-172.
30. Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573.