Research Article
PDF EndNote BibTex RIS Cite

AN ANALYSIS OF PERSONAL FACTORS AFFECTING LEARNING MOTIVATION: A RESEARCH ON THE ONLINE EDUCATION PROCESS DURING COVID-19 PERIOD IN TURKIYE

Year 2023, Volume 24, Issue 1, 88 - 108, 01.01.2023
https://doi.org/10.17718/tojde.1098268

Abstract

In 2019 Covid-19 appeared and spread quickly all over the world, affecting every structure of society, as well as the education system. One of the measures taken to prevent the further spread of the disease was mandatory online education at universities in Turkey. This sudden change has significantly affected students' learning motivations for face-to-face education. In this context, this study aims to determine the factors of arousal, beliefs, goals, and needs that affect the students' learning motivations as personal factors during online education in Turkey during the Covid-19 pandemic. For this aim, a semi-structured interview technique was used on a sample of 34 students. According to the findings, the internal factors on arousals were; mainly interest/curiosity and the external factors on arousals were mainly; compulsory attendance requirements. Also, the internal factors on success beliefs were mainly; determination, and the external factors mainly include motivational speeches. Besides, the internal factors on goals were mainly; the need to learn for the future, and the external factors on goals were mainly; homework and studies. Lastly, findings indicated that the internal needs of the students were mainly; success, and the external needs were mainly; communication

References

  • 1. Akbaba, S. (2006). Eğitimde Motivasyon. Kazım Karabekir Eğitim Fakültesi Dergisi, 13, 343-361.
  • 2. Ames, C. (1992). Classrooms: Goals, structures, and student motivation, Journal of Educational Psychology, 84, 261-271.
  • 3. Berlyne, D. E. (1960). Conflict, arousal, and curiosity. McGraw-Hill Book Company.
  • 4. Brettel, M. & Cleven, N. J. (2011). Innovation culture, collaboration with external partners, and NPD performance. Creativity and Innovation Management. 20, 253–272.
  • 5. Brinkman, D. J. (2010). Teaching creatively and teaching for creativity. Arts Educ. Policy Rev. 111, 48–50
  • 6. Brown, D. R., & Harvey, D. (2006). An Experiential Approach to Organizational Development. 7th Edition. Upper Saddle River, NJ: Pearson Prentice Hall.
  • 7. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
  • 8. Deci, E. L., & Ryan, R. M. (1991). A motivation approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska Symposium on motivation: Perspectives on motivation, 38. NE: University of Nebraska Press, 237-288.
  • 9. Dörnyei, Z. (2001). Teaching and Researching Motivation, Harlow: Longman.
  • 10. Eccles, J., Adler TF., Futterman, R., Goff SB & Kaczala CM. (1983). Expectancies, values, and academic behaviors. In Achievement and Achievement Motivation, ed. JT Spence, San Francisco: Freeman, 75–146.
  • 11. Ekiz, D. (2009). Bilimsel Araştırma Yöntemleri. Ankara: Anı Yayıncılık
  • 12. Ergün, M., Okutan, M., Aksoy, N., Özden, Y.,Ekici, G., Kısaç, İ., Öztürk, B., Türnüklü, A., Bacanlı, H. & Özdemir, A. (2002), Sınıf Yönetimi, editör: Emin Karip, Pegem Yayıncılık, Ankara
  • 13. Gerrig, R. & Zimbardo, P.G. (2012), Psikoloji ve Yaşam, çev: Gamze Şart, Nobel Yayıncılık, Ankara
  • 14. Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 70-90.
  • 15. Gopalan, V., Bakar, J. A. A., Zulkifli, A. N., Alwi, A. & Mat, R. C. (2017) A Review of the Motivation Theories in Learning, AIP Conference Proceedings, 1891, (1).
  • 16. Groeppel-Klein, A. (2005). Arousal and consumer in-store behavior, Brain Research Bulletin, 67, 428–437.
  • 17. Keller, J. M. (2016). Motivation, learning, and technology: Applying the ARCS-V Motivation Model. Participatory Educational Research (PER), 3(2), 1-13.
  • 18. Kesici, Ş., Gürsel, M., Izgar, H., Altınok, V., Sürücü, A., Bozgeyikli, H., Arslan, C. & Negiş, A. (2008). Endüstri ve Örgüt Psikolojisi, Eğitim Akademi Yayınları: Konya
  • 19. Kong, Y. (2009). A Brief Discussion on Motivation and Ways to Motivate Students in English Language Learning. International Education Studies, 2, 145-149.
  • 20. Majali, S. A. (2020). Positive anxiety and its role in motivation and achievement among university students. International Journal of Instruction, 13 (4).
  • 21. Malone, G.P., Pillow, D. R., & Osman, A. (2012). The General belongingness scale (GBS): Assessing achieved belongingness. Personality and Individual Differences, 52, 311–316.
  • 22. Martin, A.J. (2001). The Student Motivation Scale: A tool for measuring and enhancing motivation. Australian Journal of Guidance and Counselling, 11, 1-20.
  • 23. McClelland, D.C. (1961). The achieving society. Van Nostrand.
  • 24. Merriam, S.B. (2013) Qualitative Research: A Guide to Design and Implementation. John Wiley & Sons Inc., New York
  • 25. Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. California, USA: SAGE.
  • 26. Panisoara, G., Duta, N. & Panisoara, I. O. (2015). The influence of reasons approving on student motivation for learning. Procedia - Social and Behavioral Sciences, 197, 1215–1222.
  • 27. Eggen, P. D. & Kauchak, D. (1994). Educational psychology: classroom connections. The United States: Macmillan.
  • 28. Pluck, G. & Johnson, H. (2011). Stimulating Curiosity to Enhance Learning, Gesj: Education Science and Psychology, 2(19).
  • 29. Santrock, W, John (2018), Eğitim psikolojisi, çev: Diğdem Müge Siyez, Nobel Yayıncılık: Ankara
  • 30. Sardiman, AM (2000). Teaching and learning interaction & motivation: PT Raja Grafindo Persada.
  • 31. T.C. Ministry of Health, 2020, Covid-19 Bilgilendirme Sayfası, Covid-19 Nedir?, Retrieved: 30.11.2020 from https://covid19.saglik.gov.tr/TR-66300/covid-19-nedir-.html, 20 Temmuz 2020.
  • 32. Taormina, R. J., & Gao, J. H. (2013). Maslow and the motivation hierarchy: Measuring the satisfaction of the needs. The American Journal of Psychology, 126(2), 155–177.
  • 33. Valle, A., Cabanach, R. G., Núñez, J. C., González-Pienda, J., Rodríguez, S., & Piñeiro, I. (2003). Multiple goals, motivation and academic learning. British Journal of Educational Psychology, 73(1), 71–87.
  • 34. Vallerand, R. J., Pelletier, L. G., Blais, M. R, Brière, N. M., Senécal, C., & Vallières, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic and amotivation in education. Educational and Psychological Measurement, 52, 1003-1017.
  • 35. Weiner, B. (2005). Motivation from an attribution perspective and the social psychology of perceived competence. In A. J. Elliot & C. S. Dweck (Eds.). Handbook of competence and motivation. New York, NY: Guilford Press, 73–84.
  • 36. Yildirim, A. & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (6. Baskı). Ankara: Seçkin Yayıncılık.

Year 2023, Volume 24, Issue 1, 88 - 108, 01.01.2023
https://doi.org/10.17718/tojde.1098268

Abstract

References

  • 1. Akbaba, S. (2006). Eğitimde Motivasyon. Kazım Karabekir Eğitim Fakültesi Dergisi, 13, 343-361.
  • 2. Ames, C. (1992). Classrooms: Goals, structures, and student motivation, Journal of Educational Psychology, 84, 261-271.
  • 3. Berlyne, D. E. (1960). Conflict, arousal, and curiosity. McGraw-Hill Book Company.
  • 4. Brettel, M. & Cleven, N. J. (2011). Innovation culture, collaboration with external partners, and NPD performance. Creativity and Innovation Management. 20, 253–272.
  • 5. Brinkman, D. J. (2010). Teaching creatively and teaching for creativity. Arts Educ. Policy Rev. 111, 48–50
  • 6. Brown, D. R., & Harvey, D. (2006). An Experiential Approach to Organizational Development. 7th Edition. Upper Saddle River, NJ: Pearson Prentice Hall.
  • 7. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
  • 8. Deci, E. L., & Ryan, R. M. (1991). A motivation approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska Symposium on motivation: Perspectives on motivation, 38. NE: University of Nebraska Press, 237-288.
  • 9. Dörnyei, Z. (2001). Teaching and Researching Motivation, Harlow: Longman.
  • 10. Eccles, J., Adler TF., Futterman, R., Goff SB & Kaczala CM. (1983). Expectancies, values, and academic behaviors. In Achievement and Achievement Motivation, ed. JT Spence, San Francisco: Freeman, 75–146.
  • 11. Ekiz, D. (2009). Bilimsel Araştırma Yöntemleri. Ankara: Anı Yayıncılık
  • 12. Ergün, M., Okutan, M., Aksoy, N., Özden, Y.,Ekici, G., Kısaç, İ., Öztürk, B., Türnüklü, A., Bacanlı, H. & Özdemir, A. (2002), Sınıf Yönetimi, editör: Emin Karip, Pegem Yayıncılık, Ankara
  • 13. Gerrig, R. & Zimbardo, P.G. (2012), Psikoloji ve Yaşam, çev: Gamze Şart, Nobel Yayıncılık, Ankara
  • 14. Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 70-90.
  • 15. Gopalan, V., Bakar, J. A. A., Zulkifli, A. N., Alwi, A. & Mat, R. C. (2017) A Review of the Motivation Theories in Learning, AIP Conference Proceedings, 1891, (1).
  • 16. Groeppel-Klein, A. (2005). Arousal and consumer in-store behavior, Brain Research Bulletin, 67, 428–437.
  • 17. Keller, J. M. (2016). Motivation, learning, and technology: Applying the ARCS-V Motivation Model. Participatory Educational Research (PER), 3(2), 1-13.
  • 18. Kesici, Ş., Gürsel, M., Izgar, H., Altınok, V., Sürücü, A., Bozgeyikli, H., Arslan, C. & Negiş, A. (2008). Endüstri ve Örgüt Psikolojisi, Eğitim Akademi Yayınları: Konya
  • 19. Kong, Y. (2009). A Brief Discussion on Motivation and Ways to Motivate Students in English Language Learning. International Education Studies, 2, 145-149.
  • 20. Majali, S. A. (2020). Positive anxiety and its role in motivation and achievement among university students. International Journal of Instruction, 13 (4).
  • 21. Malone, G.P., Pillow, D. R., & Osman, A. (2012). The General belongingness scale (GBS): Assessing achieved belongingness. Personality and Individual Differences, 52, 311–316.
  • 22. Martin, A.J. (2001). The Student Motivation Scale: A tool for measuring and enhancing motivation. Australian Journal of Guidance and Counselling, 11, 1-20.
  • 23. McClelland, D.C. (1961). The achieving society. Van Nostrand.
  • 24. Merriam, S.B. (2013) Qualitative Research: A Guide to Design and Implementation. John Wiley & Sons Inc., New York
  • 25. Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. California, USA: SAGE.
  • 26. Panisoara, G., Duta, N. & Panisoara, I. O. (2015). The influence of reasons approving on student motivation for learning. Procedia - Social and Behavioral Sciences, 197, 1215–1222.
  • 27. Eggen, P. D. & Kauchak, D. (1994). Educational psychology: classroom connections. The United States: Macmillan.
  • 28. Pluck, G. & Johnson, H. (2011). Stimulating Curiosity to Enhance Learning, Gesj: Education Science and Psychology, 2(19).
  • 29. Santrock, W, John (2018), Eğitim psikolojisi, çev: Diğdem Müge Siyez, Nobel Yayıncılık: Ankara
  • 30. Sardiman, AM (2000). Teaching and learning interaction & motivation: PT Raja Grafindo Persada.
  • 31. T.C. Ministry of Health, 2020, Covid-19 Bilgilendirme Sayfası, Covid-19 Nedir?, Retrieved: 30.11.2020 from https://covid19.saglik.gov.tr/TR-66300/covid-19-nedir-.html, 20 Temmuz 2020.
  • 32. Taormina, R. J., & Gao, J. H. (2013). Maslow and the motivation hierarchy: Measuring the satisfaction of the needs. The American Journal of Psychology, 126(2), 155–177.
  • 33. Valle, A., Cabanach, R. G., Núñez, J. C., González-Pienda, J., Rodríguez, S., & Piñeiro, I. (2003). Multiple goals, motivation and academic learning. British Journal of Educational Psychology, 73(1), 71–87.
  • 34. Vallerand, R. J., Pelletier, L. G., Blais, M. R, Brière, N. M., Senécal, C., & Vallières, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic and amotivation in education. Educational and Psychological Measurement, 52, 1003-1017.
  • 35. Weiner, B. (2005). Motivation from an attribution perspective and the social psychology of perceived competence. In A. J. Elliot & C. S. Dweck (Eds.). Handbook of competence and motivation. New York, NY: Guilford Press, 73–84.
  • 36. Yildirim, A. & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (6. Baskı). Ankara: Seçkin Yayıncılık.

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Aytekin ISMAN This is me
CYPRUS INTERNATIONAL UNIVERSITY
0000-0003-0420-7976
Kuzey Kıbrıs Türk Cumhuriyeti


Ayda SABUNCUOGLU INANC This is me
SAKARYA UNIVERSITY
0000-0003-4999-9663
Türkiye


Nesrin AKINCI COTOK This is me (Primary Author)
SAKARYA UNIVERSITY
0000-0003-3577-8325
Türkiye

Publication Date January 1, 2023
Submission Date April 4, 2022
Acceptance Date July 19, 2022
Published in Issue Year 2023, Volume 24, Issue 1

Cite

APA Isman, A. , Sabuncuoglu Inanc, A. & Akıncı Cotok, N. (2023). AN ANALYSIS OF PERSONAL FACTORS AFFECTING LEARNING MOTIVATION: A RESEARCH ON THE ONLINE EDUCATION PROCESS DURING COVID-19 PERIOD IN TURKIYE . Turkish Online Journal of Distance Education , 24 (1) , 88-108 . DOI: 10.17718/tojde.1098268