Communication Skills and Time Management as the Predictors of Student Motivation

Year 2021, Volume: 8 Issue: 1, 38 - 50, 27.01.2021

Seyithan Demırdağ

https://doi.org/10.17220/ijpes.2021.8.1.222

Abstract

This study examines free time management and communication skills as the predictors of university students’ motivation. The study sample includes 610 undergraduate students in a variety of programs. Of the 610 students, 441 are female, 169 are male, and the mean age is 20.1 years. Their GPA averages range from 1.83 to 3.96 on a 4.0 scale. Data collection tools included three instruments. The relationship between university students' communication skills, free time management, and motivation levels are determined using correlation analysis and multiple regression analysis. The findings show that there are positive and meaningful relationships between students' motivation and the subscales of communication skills and free time management. These subscales include goal setting and technique, free time attitude, scheduling, evaluating, respect, ability of expression, desire, democratic attitude, value, and obstacles. In addition, a regression analysis shows that students’ motivation is predicted by their free time management and communication skills.

Keywords

Motivation,, communication skills,, free time management,, higher education

References

• Ağduman F. (2014). Üniversite öğrencilerinin boş zaman motivasyon ve tatminlerinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Atatürk Üniversitesi, Erzurum.
• Akgül, B. M., & Karaküçük, S. (2015). Free time management scale: Validity and reliability analysis [Boş zaman yönetimi ölçeği: Geçerlik-güvenirlik çalışması]. Journal of Human Sciences, 12(2), 1867-1880.
• Akvardar, Y., Demiral, Y., Günay, T., Gencer, Ö., Kıran, S. & Ünal, B. (2005). Temel iletişim becerileri eğitimi. İzmir: Dokuz Eylül.
• Ames, C., and Ames, R. (1989). Research in motivation in education. Academic Press.
• Bandura, A. (1989). Human agency in social cognitive theory. American psychologist, 44(9), 11-75.
• Bayramlı, Ü. Ü. (2017). Zaman yönetimi: Öz yönetim, zaman tuzakları, zaman yönetim teknikleri. Seçkin Yayıncılık.
• Berglund, E., Eriksson, M. & Westerlund, M. (2005). Communicative skills in relation to gender, childcare and socioeconomic status in 18-month old children. Scandinavian Journal of Psychology, 46, 485-491.
• Biolcati, R., Mancini, G., & Trombini, E. (2018). Proneness to boredom and risk behaviors during adolescents’ free time. Psychological Reports, 121(2), 303–323.
• Budak, S. (2005). Psikoloji sözlüğü (3, Basım). Bilim ve Sanat.
• Caldwell, L. L., Baldwin, C. K., Walls, T., & Smith, E. (2004). Preliminary effects of a leisure education program to promote healthy use of free time among middle school adolescents. Journal of Leisure Research, 36, 310–335.
• Ceyhan, A. A. (2006). An investigation of adjustment levels of Turkish university students with respect to perceived communication skill levels. Social Behaviour and Personality, 34(4), 367-379.
• Corso, P. (2002). The effectiveness of interventions to increase physical activity: a systematic review. American Journal of Preventive Medicine, 22(4), 73-107.
• Cunningham, M.R. (1977). Personality and the structure of the nonverbal communication of emotion. Journal of Personality, 45(4), 564-584.
• Demirci, E. E. (2002). İletişim becerileri eğitiminin mesleki eğitim merkezi’ne devam eden genç işçilerin iletişim becerilerini değerlendirmelerine etkisi (Yayımlanmamış yüksek lisans tezi) Hacettepe Üniversitesi, Ankara.
• Deniz, M., Avşaroğlu, S. ve Fidan, Ö. (2006). İngilizce öğretmenlerinin öğrencileri motive etme düzeyleri. İnönü Üniversitesi Eğitim Fakül-tesi Dergisi, 11(Bahar), 61-73.
• Dökmen, Ü. (2002). İletişim çatışmaları ve empati (20. Basım). Sistem.
• Dörnyei, Z. & Ushioda, E. (2011). Teaching and researching motivation (2nd Ed.). Pearson, Harlow.
• Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
• Elias, H., Ping, W. S., & Abdullah, M. C. (2011). Stress and academic achievement among undergraduate students in University Putra Malaysia. Procedia – Social and Behavioral Sciences, 29, 646–655. doi:10.1016/j.sbspro.2011.11.288.
• Erben Keçici, S., Beyhan, Ö. ve Sönmez Ektem, I. (2013b). Aggressive teacher behaviors and its’ effects on students. Asian Journal of Management Sciences & Education (AJMSE), 2(2), 15-25.
• Francis, A., Goheer, A., Haver-Dieter, R., Kaplan, A. D., Kerstetter, K., Kirk, A. L., ... & Brannigan, V. M. (2004). Promoting academic achievement and motivation: A discussion & contemporary issues based approach (Gemstone Program thesis). University of Maryland, United States.
• Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
• Godbey, G. (1999). Leisure in your life: An explanation. Venture Publishing Inc.
• Goll, J. C., Charlesworth, G., Scior, K., & Stott, J. (2015). Barriers to social participation among lonely older adults: The influence of social fears and identity. PloS one, 10(2).
• Gömleksiz, M. N., & Serhatlıoğlu, B. (2014). Öğretmen adaylarinin akademik motivasyon düzeylerine ilişkin görüşleri. Türkiye Sosyal Araştırmalar Dergisi, 173(173), 99-128.
• Gorham, J. ve Christophel, D. M. (1992). Students' perceptions of teacher behaviors as motivating and demotivating factors in college classes. Communication Quarterly, 40(3), 239-252.
• Gorham, J. ve Millette, D. (1997). A comparative analysis of teacher and student perceptions of sources of motivation and demotivation in college classes. Communication Education, 46(4), 245-261.
• Gürbüz M, Aydın HA. (2012). Zaman kavramı ve yönetimi. Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, 9(2), 1-20. Gürgen, H. (1997). Örgütlerde iletişim kalitesi. Der.
• Hickerson, B. D., & Beggs, B. A. (2007). Leisure time boredom: Issues concerning college students. College Student Journal, 41, 1036–1044.
• Işık, A.Z. (1993). İletişim becerileri konusunda ebeveynlere verilen eğitimin iletişim çatışmalarına girme eğilimi üzerindeki etkisi (Yayımlanmamış yüksek lisans tezi) Marmara Üniversitesi. İstanbul.
• Jones K. (2000). Time management: The essential guide to thinking and working smarter (C. A. Akkoyunlu, Çev.). Doğan.
• Kahn, E. B., Ramsey, L. T., Brownson, R. C., Heath, G. W., Howze, E. H., Powell, K. E., ... & Corso, P. (2002). The effectiveness of interventions to increase physical activity: A systematic review. American Journal of Preventive Medicine, 22(4), 73-107.
• Karagöz, Y., & Kösterelioğlu, İ. (2008). İletişim becerileri değerlendirme ölçeğinin faktör analizi metodu ile geliştirilmesi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 21, 81-98.
• Karaman, M. A., & Watson, J. C. (2017). Examining associations among achievement motivation, locus of control, academic stress, and life satisfaction: A comparison of U.S. and international undergraduate students. Personality and Individual Differences, 111, 106–110. doi:10.1016/j.paid.2017.02.006.
• Kearney, P., Plax, T. G., Hays, L. R., & Ivey, M. J. (1991). College teacher misbehaviors: What students don’t like about what teachers say or do. Communication Education, 53, 40-55.
• Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Eds.), Instructional design theories and models: An overview of their current status (pp. 383-434). Lawrence Erlbaum Associates Publishers.
• Kıngır S. (2007). Yönetsel anlamda zamanın etkin kullanımı ve bir araştırma. Gazi Kitabevi.
• Köknel, Ö. (2005). İnsanı anlamak (8. Basım). Altın Kitaplar.
• Korkut, F. (1996). İletişim becerilerini değerlendirme ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışmaları. Türk Psikolojik Danışma ve Rehberlik Dergisi, 7(2), 18-24.
• Korkut, F. (2005).Yetişkinlere yönelik iletişim becerileri eğitimi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 143-149.
• Lamb, M. (2017). The motivational dimension of language teaching. Language teaching, surveys and studies, 50(3), 301-346.
• Lamb, M., & Wedell, M. (2014). Cultural contrasts and commonalities in inspiring language teaching. Language Teaching Research, 19(2), 207-224.
• Maletasta, C.Z. & Izard, C.E. (1987) Emotion communication skills in young, middle-aged, and older women. Psychology and Aging, 2(2), 193-203.
• Mannell, R.C., & Kleiber, D.A. (1997). A social psychology of leisure. Venture Puplishing.
• Maulana, R., Opdenakker, M-C., den Brok, P., & Bosker, R. (2011). Teacher-student interpersonal relationships in Indonesia: Profiles and importance to student motivation. Asia Pacific Journal of Education, 31(1), 33-49.
• Minskoff, E. H. (1980). Teaching approach for developing nonverbal communication skills in students with social perception deficits Part I. The basic approach and body language clues. Journal of Learning Disabilities, 13(3), 118-124.
• Musaazi, J.C.S. (2006). The theory and practice of educational administration (1st Ed.). Macmillan Education.
• Ntoumanis, N., Quested, E., Reeve, J., & Cheon, S. H. (2018). Need supportive communication: Implications for motivation in sport, exercise, and physical activity. Persuasion and Communication in Sport, Exercise, and Physical Activity, 155-169.
• Opdenakker, M-C., Maulana, R., & den Brok, P. (2012). Teacher–student interpersonal relationships and academic motivation within one school year: Developmental changes and linkage. School Effective-ness and School Improvement, 23(1), 95-119.
• Orhan Özen, S. (2017). The effect of motivation on student achievement. In E. Karadağ (Ed.), The factors effecting student achievement (pp. 35-56). Springer International Publishing.
• Oskay, Ü. (1993). XIX. Yüzyıldan günümüze kitle iletişiminin kültürel işlevleri kuramsal bir yaklaşım. Der.
• Oxford, R. L., and Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78, 12-28.
• Oya, T., Manalo, E. & Greenwood, J. (2004). The influence of personality and anxiety on the oral performance of Japanese speakers of English. Applied Cognitive Psychology, 18, 841-855.
• Özgit, Ş. (1991). İletişim becerileri konusunda verilen eğitimin iletişim çatışmalarına grime eğilimi üzerindeki etkisi (Yayımlanmamış yüksek lisans tezi), Marmara Üniversitesi, İstanbul.
• Passini, S., Molinari, L. & Speltini, G. (2015). A validation of the questionnaire on teacher interaction in Italian secondary school students: The effect of positive relations on motivation and academic achievement. Social Psychology of Education, 18(3), 547-559.
• Pintrinch, P. R., and Schunk, D. H. (2002). Motivation in education: Theory, research and applications (2nd Ed.). Prentice Hall.
• Rehman, A. ve Haider, K. (2013). The impact of motivation on learning of secondary school students in Karachi: An analytical study. Educational Research International, 2(2), 139-147.
• Robinson, K. (2017). Yaratıcı öğrenciler: Çocukların geleceğini düşünenler için eğitimde yaratıcılık devrimi (D. Boyraz, Çev.). Sola Yayınları.
• Samdahl, D. (2016). Qualitative inquiry in leisure studies. Leisure Matters: The State and Future of Leisure Studies, 323-331.
• Shaikh, B. T., & Deschamps, J. P. (2006). Life in a university residence: issues, concerns and responses. Education for Health, 19(1), 43-51.
• Slavin, R. E. (2013). Öğrencileri öğrenmeye motive etmek (G. Yüksel, Çev. Ed.). Eğitim Psikolojisi (ss. 284-312). Nobel.
• Smith, W. H. (2000). The 10 natural laws of successful time and life management. Sistem.
• Tezcan, M. (1994). Boş zamanların değerlendirilmesi sosyolojisi. Atilla.
• Thokildsen, T. A., Nicholls, J. B., Bates, A., Brankis, N., & DeBott, T. (2002). Motivation and the struggle to learn: Responding to fractured experiences. Allyn and Bacon.
• Ünal, A. (2012). Deviant teacher behaviors and their influence on school rules and interpersonal relationships at school. Eğitim Araştırmaları, 49, 1-20.
• Ünal, A. ve Gürsel, M. (2015). Negative teacher behaviors from which teacher candidates are affected. Proceedings of Teaching and Education Conferences (ss. 163-168). Amsterdam: International Institute of Social and Economic Sciences. doi: 10.20472/TEC.2015.001.013.
• Üstün Ü. D., Kalkavan A., & Demirel, M. (2016). Investigating free time motivation scores of physical education and faculty of education students according to different variables. The Online Journal of Recreation and Sport, 2(1), 18-26.
• Wang, M. T. ve Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23.
• Wang, W. C. (2019). Exploring the relationship among free-time management, leisure boredom, and internet addiction in undergraduates in Taiwan. Psychological Reports, 122(5), 1651-1665.
• Wang, W.C., Kao C.H., Huan, T. C & Wu, C.C (2011). Free time management contributes to better quality of life: A study of undergraduate students in Taiwan. Journal of Happiness Studies, 12(4), 561-573.
• Watson, J. C., & Watson, A. A. (2016). Coping self-efficacy and academic stress among Hispanic first-year college students: The moderating role of emotional intelligence. Journal of College Counseling, 19, 218–230. doi:10.1002/jocc.12045.
• Wentzel, K. R., and Wigfied, A. (2007). Promoting motivation at school: Interventions that work. Educational Psychologist, 42, 187-194.
• Weybright, E. H., Caldwell, L. L., Ram, N., Smith, E. A., & Wegner, L. (2015). Boredom prone or nothing to do? Distinguishing between state and trait leisure boredom and its association with substance use in South African adolescents. Leisure Sciences, 37, 311–331.
• Woolfolk, A. E. (2004). Educational psychology (9th Ed.). Pearson.
• Yan, H. (2009). Student and teacher demotivation in ESL. Asian Social Science, 5(1), 109-12.
• Yazıcı, H. (2012). Motivasyon. Y. Özbay, S. Erkan (Ed.), Eğitim psikolojisi. Pegem.
• Yenilmez, K., and Çemrek, F. (2008). Teaching motivation of the students in secondary teacher training schools in Turkey. International Journal of Environmental and Science Education, 3(2), 82-88.
• Yorks, L. (1976). A radical approach to job enrichment. Amacon.
• Yüksel-Şahin, F. (1997). Grupla iletişim becerileri eğitiminin üniversite öğrencilerinin iletişim beceri düzeylerine etkisi. (Yayımlanmamış doktora tezi), Gazi Üniversitesi, Ankara.
• Zelinski, E. J. (2004). The joy of not working (D. Çolakoğlu, Çev.). Boyner.
• Zhang, Q. (2007). Teacher misbehaviors as learning demotivators in college classrooms: A cross-cultural investigation in China, Germany, Japan, and the United States. Communication Education, 56, 209-227.