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Year 2020, , 211 - 224, 01.09.2020
https://doi.org/10.17220/ijpes.2020.02.019

Abstract

References

  • Akbaba, T. (2019). Investigation of the effect of problematic internet usage on academic motivation among high school students. (Master's thesis) Bayburt University Institute of Social Sciences, Bayburt.
  • Aktaş, H. (2017). The relationship between academic motivation and academic self-efficacy: an empirical research on theology faculty students. Journal of Human and Social Sciences Research, 6(3), 1376-1398.
  • Alemdağ, C., Öncü, E., & Yılmaz, A. K. (2014). Academıc motıvatıon and academıc self-competencıes of physıcal educatıon teacher candıdates. Journal of Sport Sciences, 25(1), 23-35.
  • Balkis, M., Invention, M., Duru, E., & Duru, S. (2006). Investigation of academic procrastination tendency among university students in terms of various variables. Ege Education Journal, 7, 57-73.
  • Bedel, A. (2013). Comparıson of academıc empowerment and anxıety levels of students wıth and wıthout grade repaır. Journal of National Education, 43(200), 111-122.
  • Bialis-White, L. H. (2013). Needs-satisfaction, motivation, and achievement in high school students: testing predictive models by gender and ethnicity (Doctoral dissertation) UC Berkeley.
  • Bond, M. J., & Feather, N. T. (1988). Some correlates of structure and purpose in the use of time. Journal of Personality and Social Psychology, 55, 321-329.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta-Analysis. UK: Wiley.
  • Bozanoğlu, İ. (2004). Academic motivation scale: Development, validity, reliability. Ankara University Faculty of Educational Sciences Journal, 37 (2), 83-98.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
  • Cooper, H., Hedges, L. V., & Valentine, J. C. (Eds.). (2009). The handbook of research synthesis and metaanalysis (2nd ed.). New York: Russell Sage Publication.
  • Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge.
  • Cikrikci, O., & Erzen, E. (2016). Gender Differences on Academic Procrastination: Meta-Analysis. Hacettepe University Journal of Education, 31(4), 750-761.
  • Demir, M., & Arı, E. (2013). Examination of prospective teachers' academic motivation levels in terms of various variables. Theory and Practice in Education, 9(3), 265-279.
  • Deniz, Ç. (2013). The relationship between high school students' critical thinking dispositions, academic motivation and perfectionism levels and academic achievement (Master's thesis) Erciyes University, Institute of Educational Sciences.
  • Eğmir, E., Ödemis, İ. S., Bayar, V., Bayar, A., & Kayır, G. (2013). Academic motivation levels of graduate students. Sakarya University Institute of Educational Sciences. VI. National Graduate Education Symposium. Proceedings, 95 (6), 97-103.
  • Ertem, H. (2006). Examination of motivation type (internal and external) and levels of secondary school students in terms of some variables (Master's thesis) Balıkesir University Institute of Science and Technology.
  • Elliot, A. J. (2008). Approach and avoidance motivation. In A. J. Elliot (Ed.), Handbook of approach and avoidance motivation. New York, NY: Psychology Press.
  • Eroglu, O., Yildirim, Y., & Sahan, H. (2017). Investigation of the relationship between academic self-efficacy and academic motivation levels of students in the faculty of sports sciences: The case of Akdeniz University. Turkey Journal of Sports Sciences, 1(1), 38-47.
  • Gunduz, S., Sahin, S., & Önal, F. (2009). Evaluatıon of websıtes of teachıng staff of department of computer and ınstructıonal technologıes educatıon.
  • Hotaman, D., & Yüksel-Sahin, F. (2010). The Effect of ınstructors' enthusiasm on university students' level of achievement motivation. Egitim ve Bilim, 35(155), 89.
  • Klassen, R.M., Krawchuk, L.L., & Rajani, S. (2007). Academic procrastination of undergraduates low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33, 915-931.
  • Littel, H. J., Corcoran, J., & Pillai, V. (2008). Systematic reviews and meta-analysis. New York: Oxford University Press.
  • Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. Journal of Genetic Psychology, 166, 5-14.
  • Lekich, N. (2006). The relationship between academic motivation, self-esteem, and academic procrastination in college student. (Unpublished masters’s thesis) Truman State University, Kirksville. Missouri, USA.
  • Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Sage Publications, Inc.
  • Littell, J. H., Corcoran, J., & Pillai, V. (2008). Systematic reviews and meta-analysis. Oxford University Press.
  • McDonald, A. S. (2001) The prevalence and effects of test anxiety in school children. Educational Psychology: An International Journal of Experimental Educational Psychology, 21(1), 89-101.
  • Michie, F., Glachan, M., & Bray, D. (2001). An evaluation of factors influencing the academic self-concept, self-esteem and academic stress for direct and re-entry students in higher education. Educational Psychology, 21(4), 455-472.
  • Misra, R., & McKean, M. (2000). College students' academic stress and its relation to their anxiety, time management, and leisure satisfaction. American journal of Health studies, 16(1), 41.
  • Orpen, C. (1998). The causes and consequences of academic procrastination: A research note. Westminister Studies in Education, 21, 73-75.
  • Özgül, F., & Diker, G. (2017). Examination of academic self-efficacy and motivation according to demographic characteristics of graduate education candidates (Cumhuriyet University example) Lisansüstü eğitim adaylarının akademik öz-yeterlik ve güdülenmelerinin demografik özelliklerine göre incelenmesi (Cumhuriyet Üniversitesi örneği). Journal of Human Sciences, 14(2), 2129-2139.
  • *Pala, G. (2019). The mediating role of psychological needs in the relationship between adolescent identity development and academic motivation and hope. (Master's thesis) Hacettepe Univeristy Institute of Educational Sciences, Ankara
  • Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences. MA-USA: Blackwell.
  • Polat, A. (2013). Investigation of Perceptions of Interrogation Group of Distance Education Students in Terms of Academic Motivation and Various Variables (Cumhuriyet University Case). (Master Thesis) Sakarya University Institute of Educational Sciences Department of Computer Education and Instructional Technology.
  • Ramadan, Ç. O. K., & Kutlu, M. (2018). Investigation of university students' extracurricular internet usage behaviors and academic motivation levels according to various variables. The Journal of International Lingual Social and Educational Sciences, 4(1), 1-21.
  • Saracaloglu, A. S. (2008). The relationship between academic motivation levels, research anxiety and attitudes and research competencies of graduate students. Yüzüncü Yıl University Journal of the Faculty of Education, 5(2), 179-208.
  • Saracaloglu, A. S., Kumral, A. G. O., & Blood, A. G. A. (2009). Secondary Education Social Fields Teacher Education Non-Thesis Students' Competencies, Concerns And Academic Motivation Levels Towards Teaching Profession (pp. 38-54). Yüzüncü Yıl University Journal of the Faculty of Education, 6(2), 38-54.
  • Scholer, A. A., & Higgins, E. T. (2008). Distinguishing levels of approach and avoidance: An analysis using regulatory focus theory. In A. J. Elliot (Ed.), Handbook of approach and avoidance motivation. New York, NY: Psychology Press
  • Schunk, DH, Pintrich, PR, & Meece, JL (2008). Motivation in education: Theory, research and applications (3rd ed.), Upper Saddle River, NJ: Merrill-Prentice Hall.
  • Senecal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. Journal of Social Psychology, 135, 607-619.
  • Steinberg, L. (2013). Adolescence. USA: McGraw-Hill Education.
  • Şahin, H., & Çakar, E. (2011). The effect of learning strategies and academic motivation levels of faculty of education on academic achievement. Turkish Journal of Educational Sciences, 9(3), 519-540.
  • Şeker, S. S. (2017). Academic motivation and academic self-efficacy levels of music education department teacher candidates. Journal of Education Faculty of Abant İzzet Baysal University.
  • Terzi, M., Mahmut, Ü. N. A. L., & Gürbüz, M. Ç. (2012). Examining the academic motivation levels of elementary mathematics teacher candidates in terms of some variables. Pegem Journal of Education and Training, 2(1), 51-60.
  • Terzi, A. R., Uyangor, N., & Dulker, A. P. (2017). Academic motivation and academic procrastination: A research on formation teacher candidates. Route Educational and Social Science Journal, 4(7), 52-62.
  • Titrek, O., Cetin, C., Kaymak, E., & Kasikci, M. M. (2018). Academic Motivation and Academic Self-efficacy of Prospective Teachers. Journal of Education and Training Studies, 6(11a), 77-87.
  • Toplu, G. (2019). Examination of the relationship between self-esteem and academic motivation of 5th grade students who started primary school in different age groups (Master's thesis) Maltepe University, Institute of Social Sciences, İstanbul.
  • Tuncer, G., Yelken, T. Y., & Tanrıseven, I. (2018). Investigation of the relationship between academic motivation and questioning skills of philosophy group students. Mersin University Journal of the Faculty of Education, 14(3), 1156-1175.
  • Uluışık, V., Beyleroğlu, M., Suna, G., & Yalcin, S. (2016). Attitudes of secondary school students towards physical education course and academic motivation levels according to some variables (sample of Burdur province center). Journal of Human Sciences, 13(3), 5092-5106.
  • Ünal, M. (2013). Estimation of academic motivation levels of high school students in terms of some variables (Doctoral dissertation) DEU Institute of Educational Sciences
  • Vallerand, R., & Bissonnette, R. (1992). On the predictive effects of intrinsic, extrinsic, and amotivational styles on behavior: A prospective study. Journal of Personality, 60, 599–620.
  • Vallerand, R., Pelletier, L., Blais, M., Briere, N., Senécal, C., & Vallieres, E. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Education and Psychological Measurement, 52, 1003–1017.
  • Yıldız, N. Ç. (2002). Meta-Analysis of Data Evaluation (Unpublished Master’s Thesis). Marmara University, Istanbul.
  • Yıldız, M., Sezen, A., & Yenen, İ. (2007). Examination of the relationship between state-trait anxiety levels and academic motivation among theology faculty students. Journal of Theology Faculty, 15, 213-239
  • Yusupu, R. (2018). Relationships between career decisions and perfectionism, learning motivation and academic success in university students. (Master's thesis) Dokuz Eylül University, Institute of Educational Sciences, İzmir.

Gender Differences in Academic Motivation: A Meta-Analysis

Year 2020, , 211 - 224, 01.09.2020
https://doi.org/10.17220/ijpes.2020.02.019

Abstract

The purpose of this study is to carry out a meta-analysis study on the results of the studies on the effect of gender on academic motivation in Turkey between 2004 and 2019. For this purpose, this study aims to present a comprehensive study in which the results of the studies on this matter were combined and extended by using meta-analysis method. The study contains the gender comparison by the size value of its effect on academic motivation and the sub-group analyses. In addition, meta-analysis study was made on the effect of gender on sub-dimensions of the academic motivation in the studies that were made by using the scale “Academic Motivation Scale” developed by Bozanoğlu, 2004 . First of all, relevant studies were pooled in the meta-analysis study; then, 22 studies that comply with the research criteria were included in the analysis based on the total of academic motivation scale. The analysis based on the total point of academic motivation scale in the study contains 8010 students. 8 studies on the effect of gender on the sub-dimensions of academic motivation were included in the analysis. The analysis based on the sub-dimensions of academic motivation contains 3017 students. According to study findings, random effects model demonstrates that the effect of gender on the sub-dimensions of academic motivation is at low significance level Cohen d value -0.07 . In this study, analog ANOVA was employed for sub-group analysis by publication type and sample group of the research subject. Therefore, the sample group of the research subject differed by variance Qb = 5.96, df= 2, p

References

  • Akbaba, T. (2019). Investigation of the effect of problematic internet usage on academic motivation among high school students. (Master's thesis) Bayburt University Institute of Social Sciences, Bayburt.
  • Aktaş, H. (2017). The relationship between academic motivation and academic self-efficacy: an empirical research on theology faculty students. Journal of Human and Social Sciences Research, 6(3), 1376-1398.
  • Alemdağ, C., Öncü, E., & Yılmaz, A. K. (2014). Academıc motıvatıon and academıc self-competencıes of physıcal educatıon teacher candıdates. Journal of Sport Sciences, 25(1), 23-35.
  • Balkis, M., Invention, M., Duru, E., & Duru, S. (2006). Investigation of academic procrastination tendency among university students in terms of various variables. Ege Education Journal, 7, 57-73.
  • Bedel, A. (2013). Comparıson of academıc empowerment and anxıety levels of students wıth and wıthout grade repaır. Journal of National Education, 43(200), 111-122.
  • Bialis-White, L. H. (2013). Needs-satisfaction, motivation, and achievement in high school students: testing predictive models by gender and ethnicity (Doctoral dissertation) UC Berkeley.
  • Bond, M. J., & Feather, N. T. (1988). Some correlates of structure and purpose in the use of time. Journal of Personality and Social Psychology, 55, 321-329.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta-Analysis. UK: Wiley.
  • Bozanoğlu, İ. (2004). Academic motivation scale: Development, validity, reliability. Ankara University Faculty of Educational Sciences Journal, 37 (2), 83-98.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
  • Cooper, H., Hedges, L. V., & Valentine, J. C. (Eds.). (2009). The handbook of research synthesis and metaanalysis (2nd ed.). New York: Russell Sage Publication.
  • Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge.
  • Cikrikci, O., & Erzen, E. (2016). Gender Differences on Academic Procrastination: Meta-Analysis. Hacettepe University Journal of Education, 31(4), 750-761.
  • Demir, M., & Arı, E. (2013). Examination of prospective teachers' academic motivation levels in terms of various variables. Theory and Practice in Education, 9(3), 265-279.
  • Deniz, Ç. (2013). The relationship between high school students' critical thinking dispositions, academic motivation and perfectionism levels and academic achievement (Master's thesis) Erciyes University, Institute of Educational Sciences.
  • Eğmir, E., Ödemis, İ. S., Bayar, V., Bayar, A., & Kayır, G. (2013). Academic motivation levels of graduate students. Sakarya University Institute of Educational Sciences. VI. National Graduate Education Symposium. Proceedings, 95 (6), 97-103.
  • Ertem, H. (2006). Examination of motivation type (internal and external) and levels of secondary school students in terms of some variables (Master's thesis) Balıkesir University Institute of Science and Technology.
  • Elliot, A. J. (2008). Approach and avoidance motivation. In A. J. Elliot (Ed.), Handbook of approach and avoidance motivation. New York, NY: Psychology Press.
  • Eroglu, O., Yildirim, Y., & Sahan, H. (2017). Investigation of the relationship between academic self-efficacy and academic motivation levels of students in the faculty of sports sciences: The case of Akdeniz University. Turkey Journal of Sports Sciences, 1(1), 38-47.
  • Gunduz, S., Sahin, S., & Önal, F. (2009). Evaluatıon of websıtes of teachıng staff of department of computer and ınstructıonal technologıes educatıon.
  • Hotaman, D., & Yüksel-Sahin, F. (2010). The Effect of ınstructors' enthusiasm on university students' level of achievement motivation. Egitim ve Bilim, 35(155), 89.
  • Klassen, R.M., Krawchuk, L.L., & Rajani, S. (2007). Academic procrastination of undergraduates low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33, 915-931.
  • Littel, H. J., Corcoran, J., & Pillai, V. (2008). Systematic reviews and meta-analysis. New York: Oxford University Press.
  • Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. Journal of Genetic Psychology, 166, 5-14.
  • Lekich, N. (2006). The relationship between academic motivation, self-esteem, and academic procrastination in college student. (Unpublished masters’s thesis) Truman State University, Kirksville. Missouri, USA.
  • Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Sage Publications, Inc.
  • Littell, J. H., Corcoran, J., & Pillai, V. (2008). Systematic reviews and meta-analysis. Oxford University Press.
  • McDonald, A. S. (2001) The prevalence and effects of test anxiety in school children. Educational Psychology: An International Journal of Experimental Educational Psychology, 21(1), 89-101.
  • Michie, F., Glachan, M., & Bray, D. (2001). An evaluation of factors influencing the academic self-concept, self-esteem and academic stress for direct and re-entry students in higher education. Educational Psychology, 21(4), 455-472.
  • Misra, R., & McKean, M. (2000). College students' academic stress and its relation to their anxiety, time management, and leisure satisfaction. American journal of Health studies, 16(1), 41.
  • Orpen, C. (1998). The causes and consequences of academic procrastination: A research note. Westminister Studies in Education, 21, 73-75.
  • Özgül, F., & Diker, G. (2017). Examination of academic self-efficacy and motivation according to demographic characteristics of graduate education candidates (Cumhuriyet University example) Lisansüstü eğitim adaylarının akademik öz-yeterlik ve güdülenmelerinin demografik özelliklerine göre incelenmesi (Cumhuriyet Üniversitesi örneği). Journal of Human Sciences, 14(2), 2129-2139.
  • *Pala, G. (2019). The mediating role of psychological needs in the relationship between adolescent identity development and academic motivation and hope. (Master's thesis) Hacettepe Univeristy Institute of Educational Sciences, Ankara
  • Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences. MA-USA: Blackwell.
  • Polat, A. (2013). Investigation of Perceptions of Interrogation Group of Distance Education Students in Terms of Academic Motivation and Various Variables (Cumhuriyet University Case). (Master Thesis) Sakarya University Institute of Educational Sciences Department of Computer Education and Instructional Technology.
  • Ramadan, Ç. O. K., & Kutlu, M. (2018). Investigation of university students' extracurricular internet usage behaviors and academic motivation levels according to various variables. The Journal of International Lingual Social and Educational Sciences, 4(1), 1-21.
  • Saracaloglu, A. S. (2008). The relationship between academic motivation levels, research anxiety and attitudes and research competencies of graduate students. Yüzüncü Yıl University Journal of the Faculty of Education, 5(2), 179-208.
  • Saracaloglu, A. S., Kumral, A. G. O., & Blood, A. G. A. (2009). Secondary Education Social Fields Teacher Education Non-Thesis Students' Competencies, Concerns And Academic Motivation Levels Towards Teaching Profession (pp. 38-54). Yüzüncü Yıl University Journal of the Faculty of Education, 6(2), 38-54.
  • Scholer, A. A., & Higgins, E. T. (2008). Distinguishing levels of approach and avoidance: An analysis using regulatory focus theory. In A. J. Elliot (Ed.), Handbook of approach and avoidance motivation. New York, NY: Psychology Press
  • Schunk, DH, Pintrich, PR, & Meece, JL (2008). Motivation in education: Theory, research and applications (3rd ed.), Upper Saddle River, NJ: Merrill-Prentice Hall.
  • Senecal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. Journal of Social Psychology, 135, 607-619.
  • Steinberg, L. (2013). Adolescence. USA: McGraw-Hill Education.
  • Şahin, H., & Çakar, E. (2011). The effect of learning strategies and academic motivation levels of faculty of education on academic achievement. Turkish Journal of Educational Sciences, 9(3), 519-540.
  • Şeker, S. S. (2017). Academic motivation and academic self-efficacy levels of music education department teacher candidates. Journal of Education Faculty of Abant İzzet Baysal University.
  • Terzi, M., Mahmut, Ü. N. A. L., & Gürbüz, M. Ç. (2012). Examining the academic motivation levels of elementary mathematics teacher candidates in terms of some variables. Pegem Journal of Education and Training, 2(1), 51-60.
  • Terzi, A. R., Uyangor, N., & Dulker, A. P. (2017). Academic motivation and academic procrastination: A research on formation teacher candidates. Route Educational and Social Science Journal, 4(7), 52-62.
  • Titrek, O., Cetin, C., Kaymak, E., & Kasikci, M. M. (2018). Academic Motivation and Academic Self-efficacy of Prospective Teachers. Journal of Education and Training Studies, 6(11a), 77-87.
  • Toplu, G. (2019). Examination of the relationship between self-esteem and academic motivation of 5th grade students who started primary school in different age groups (Master's thesis) Maltepe University, Institute of Social Sciences, İstanbul.
  • Tuncer, G., Yelken, T. Y., & Tanrıseven, I. (2018). Investigation of the relationship between academic motivation and questioning skills of philosophy group students. Mersin University Journal of the Faculty of Education, 14(3), 1156-1175.
  • Uluışık, V., Beyleroğlu, M., Suna, G., & Yalcin, S. (2016). Attitudes of secondary school students towards physical education course and academic motivation levels according to some variables (sample of Burdur province center). Journal of Human Sciences, 13(3), 5092-5106.
  • Ünal, M. (2013). Estimation of academic motivation levels of high school students in terms of some variables (Doctoral dissertation) DEU Institute of Educational Sciences
  • Vallerand, R., & Bissonnette, R. (1992). On the predictive effects of intrinsic, extrinsic, and amotivational styles on behavior: A prospective study. Journal of Personality, 60, 599–620.
  • Vallerand, R., Pelletier, L., Blais, M., Briere, N., Senécal, C., & Vallieres, E. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Education and Psychological Measurement, 52, 1003–1017.
  • Yıldız, N. Ç. (2002). Meta-Analysis of Data Evaluation (Unpublished Master’s Thesis). Marmara University, Istanbul.
  • Yıldız, M., Sezen, A., & Yenen, İ. (2007). Examination of the relationship between state-trait anxiety levels and academic motivation among theology faculty students. Journal of Theology Faculty, 15, 213-239
  • Yusupu, R. (2018). Relationships between career decisions and perfectionism, learning motivation and academic success in university students. (Master's thesis) Dokuz Eylül University, Institute of Educational Sciences, İzmir.
There are 56 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Nihan Sölpük Turhan This is me

Publication Date September 1, 2020
Published in Issue Year 2020

Cite

APA Turhan, N. S. (2020). Gender Differences in Academic Motivation: A Meta-Analysis. International Journal of Psychology and Educational Studies, 7(2), 211-224. https://doi.org/10.17220/ijpes.2020.02.019