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Özerklik Desteği ve Çocukların Okula Bağlılığı: Motivasyonun Aracılık Rolü

Year 2021, Volume 11, Issue 63, 591 - 602, 31.12.2021
https://doi.org/10.17066/tpdrd.1051702

Abstract

Bu çalışmada, özerklik desteği ile çocukların okula bağlanması arasındaki ilişkide motivasyonun aracı rolü incelenmiştir. Araştırmanın katılımcılarını, Türkiye'nin Güneydoğu Anadolu bölgesinde yer alan bir ildeki altı okuldan seçilen 437 ilkokul öğrencisi (232 kız ve 205 erkek) oluşturmuştur. Kesitsel veriler üzerinde yapısal eşitlik modellemesi ile varsayımsal bir model geliştirilmiş ve test edilmiştir. Veriler Çocuklar ve Ergenler için Okula Bağlanma Ölçeği, Eğitimde Motivasyon Ölçeği ve Öğrenme İklimi Ölçeği Kısa Formu ile toplanmıştır. Sonuçlar, özerklik desteğinin içsel motivasyon yoluyla okula bağlanma üzerinde dolaylı bir etkisi olduğunu göstermiştir. Bu bulguların aksine, ne özdeşleşmiş dışsal motivasyonun ne de içselleştirilmiş dışsal motivasyonun okula bağlanmayı doğrudan ve dolaylı olarak etkilemediği belirlenmiştir.

References

  • Altuntaş, S. & Sezer, Ö. (2017). Investigating School Attachment of Secondary School Students. İnönü University Journal of the Faculty of Education, 18(1), 83-97. https://doi.org/10.17679/inuefd.295722
  • Can, G. (2015). Turkish version of the academic motivation scale. Psychological Reports, 116(2), 388-408. https://doi.org/10.2466/14.08.PR0.116k24w5
  • Carr, A. (2011). Positive psychology: The science of happiness and human strengths.(2nd ed.) Routledge.
  • Deci, E. L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.
  • Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53(6), 1024-1037. https://doi.org/10.1037/0022-3514.53.6.1024
  • Demir, Y. (2017). Relationships among internet addiction, academic motivation, academic procrastination, and school attachment in adolescents [Unpublished doctoral dissertation], Inonu University.
  • Dornbusch, S. M., Erickson, K. G., Laird, J., & Wong, C. A. (2001). The relation of family and school attachment to adolescent deviance in diverse groups and communities. Journal of Adolescent Research, 16(4), 396-422. https://doi.org/10.1177/0743558401164006
  • Duy, B., & Yıldız, M. A. (2014). School attachment and loneliness in early adolescents with different bully status. Education and Science, 39(174), 173-188. http://dx.doi.org/10.15390/EB.2014.2435
  • Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist, 48(2), 90-101. https://doi.org/10.1037/0003-066X.48.2.90
  • Finn, J.D. (1993). Student engagement and student at risk. (1.st. Ed). National Center for Education Statistics.
  • Fredricks, J. A., Blumenfeld, P., Friedel, J. & Paris, A. (2005). School engagement. In K. A. Moore & L. Lippman (Eds.), What do children need to flourish?: Conceptualizing and measuring ındicators of positive development (pp. 305 –321). Springer Science and Business Media.
  • Goodenow, C. (1992). School motivation, engagement, and sense of belonging among urban adolescent students ( ED349364). ERIC. https://eric.ed.gov/?id=ED349364
  • Guay, F., Boggiano, A. K., & Vallerand, R. J. (2001). Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27(6), 643-650. https://doi.org/10.1177/0146167201276001
  • Hallinan, M. T. (2008). Teacher influences on students' attachment to school. Sociology of Education, 81(3), 271-283. https://doi.org/10.1177/003804070808100303
  • Hill, L. G. (2005). Investigation of a brief measure of school attachment. [unpublished manuscript] Department of Human Development: Washington State University, USA.
  • Hirschi, T. (1969). Causes of delinquency. (1st Ed.). Univesity of California Press.
  • İhtiyaroğlu, N., & Demir, E. (2015). Analysis of the level of students' attachment to school, having different locus of control. The Black Sea Journal of Social Sciences, 7(03), 282-296. https://dergipark.org.tr/tr/pub/ksbd/issue/16232/170005
  • Kandemirci, D., & Cihangir Çankaya, Z. (2015, October 7-9). Öğrenme iklimi ölçeğinin Türkçeye uyarlanması. [Conference presentation]. 13. National Psychological Counseling and Guidance Congress, Mersin, Turkey.
  • Kara, A. (2008). Adaptation of the “Echelle de Motivation en Education” scale to Turkish. Ege Journal of Education, 9(2). 59-78. https://dergipark.org.tr/tr/pub/egeefd/issue/4911/67251
  • Karababa, A., Oral, T., & Dilmaç, B. (2018). The role of perceived social support and value in prediction of school attachment among secondary school students. Hacettepe University Journal of Education, 33(2), 269-279. https://doi.org/10.16986/HUJE.2017028440
  • Karaşar, B., & Kapçı, E. G. (2016). Examining school attachment and academic success in terms of different variables. Journal of Faculty of Educational Sciences, 49(1), 21-42. https://doi.org/10.1501/Egifak_0000001373
  • Krane, V., Karlsson, B., Ness, O., & Kim, H. S. (2016, July, 02). The teacher-student relationship, student mental health, and dropout from upper secondary school: A literature review. Scandinavian Psychologist. https://doi.org/10.15714/scandpsychol.3.e11
  • Libbey, H. P. (2004). Measuring student relationship to school: attachment, bonding, connectedness, and engagement. Journal of School Health, 74(7), 274-283. https://doi.org/10.1111/j.1746-1561.2004.tb08284.x
  • Maddox, S. J., & Prinz, R. J. (2003). School bonding in children and adolescents: Conceptualization, assessment, and associated variables. Clinical Child and Family Psychology Review, 6(1), 31-49. https://doi.org/10.1023/A:1022214022478
  • Mengi, S. (2011). Relations for the Social Support and Self Efficacy with School Bonding of the Secondary Education 10th and 11th Classes Students [Unpublished master’s thesis]. Sakarya University.
  • Osterman, K. F. (2000). Students' need for belonging in the school community. Review of Educational Research, 70(3), 323-367. https://doi.org/10.3102/00346543070003323
  • Özdemir, Y. (2015). School burnout in secondary school students: role of homework, school engagement and academic motivation. Adnan Menderes University Faculty of Education Journal of Education Sciences, 6(1), 27-35. https://dergipark.org.tr/tr/download/article-file/399538
  • Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159-175. https://doi.org/10.1080/00461520903028990
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
  • Ryan, R. M., & Deci, E. L. (2004). Autonomy Is No Illusion: Self-Determination Theory and the Empirical Study of Authenticity, Awareness, and Will. In J. Greenberg, S. L. Koole, & T. Pyszczynski (Eds.), Handbook of Experimental Existential Psychology (pp. 449–479). Guilford Press.
  • Ryan & Deci (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 1-11. https://doi.org/10.1016/j.cedpsych.2020.101860
  • Savi, F. (2011). School attachment scale for children and adolescents: The study of validity and reliability. Elementary Education Online, 10(1), 80-90. https://www.ilkogretim-online.org/fulltext/218-1596726058.pdf?1640900629
  • Savi-Çakar, F., & Karataş, Z. (2017). Adolescents’ self-esteem, school anger and life satisfaction as predictors of their school attachment. Education and Sciences, 42(189), 121-136. http://dx.doi.org/10.15390/EB.2017.6573
  • Savi-Çakar, F. (2011). School attachment and quality of life in children and adolescents of elementary school in Turkey. Education Research, 9(1), 1465-1471. http://www.interesjournals.org/ER
  • Simons-Morton, B. G., Crump, A. D., Haynie, D. L., & Saylor, K. E. (1999). Student–school bonding and adolescent problem behavior. Health Education Research, 14(1), 99-107. https://doi.org/10.1093/her/14.1.99
  • Tyler, K. M., Stevens-Morgan, R., & Brown-Wright, L. (2016). Home-school dissonance and student-teacher interaction as predictors of school attachment among urban middle level students. RMLE Online, 39(7), 1-22. https://doi.org/10.1080/19404476.2016.1226101
  • 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(5), 1161-1176. https://doi.org/10.1037/0022-3514.72.5.1161
  • Vallerand, R.J., Blais, M.R., Brière, N.M., & Pelletier, L.G. (1989). Construction et validation de l'echelle de motivation en éducation (EME). Revue Canadienne des Sciences du Comportement, 21, 323-349. https://doi.org/10.1037/h0079855
  • Williams, G. C., Grow, V. M., Freedman, Z. R., Ryan, R. M., & Deci, E. L. (1996). Motivational predictors of weight loss and weight-loss maintenance. Journal of Personality and Social Psychology, 70(1), 115-126. https://doi.org/10.1037/0022-3514.70.1.115
  • Yıldız, M. A., & Kutlu, M. (2015). An examination of the social anxiety and depressive symptoms as the predictors of school attachment among early adolescent. Mustafa Kemal University Journal of Social Sciences Institute, 12(31), 332-345. https://dergipark.org.tr/tr/download/article-file/183427

Autonomy Support and Children's School Attachment: Motivation as a Mediator

Year 2021, Volume 11, Issue 63, 591 - 602, 31.12.2021
https://doi.org/10.17066/tpdrd.1051702

Abstract

The present study examined the mediating role of motivation in the association between autonomy support and children's school attachment. The study participants consisted of 437 primary school students (232 girls and 205 boys) selected from six schools in a province located in Turkey's southeast region. A hypothesized model was developed and tested by structural equation modeling on cross-sectional data. The data were collected via The School Attachment Scale for Children and Adolescents, The Scale for Motivation in Education, and The Short Form of the Learning Climate Scale. The results indicated that autonomy support had an indirect effect on school attachment through internal motivation. Contrary to these findings, it has been determined that neither identified external motivation nor introjected external motivation affected attachment to the school's directly and indirectly.

References

  • Altuntaş, S. & Sezer, Ö. (2017). Investigating School Attachment of Secondary School Students. İnönü University Journal of the Faculty of Education, 18(1), 83-97. https://doi.org/10.17679/inuefd.295722
  • Can, G. (2015). Turkish version of the academic motivation scale. Psychological Reports, 116(2), 388-408. https://doi.org/10.2466/14.08.PR0.116k24w5
  • Carr, A. (2011). Positive psychology: The science of happiness and human strengths.(2nd ed.) Routledge.
  • Deci, E. L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.
  • Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53(6), 1024-1037. https://doi.org/10.1037/0022-3514.53.6.1024
  • Demir, Y. (2017). Relationships among internet addiction, academic motivation, academic procrastination, and school attachment in adolescents [Unpublished doctoral dissertation], Inonu University.
  • Dornbusch, S. M., Erickson, K. G., Laird, J., & Wong, C. A. (2001). The relation of family and school attachment to adolescent deviance in diverse groups and communities. Journal of Adolescent Research, 16(4), 396-422. https://doi.org/10.1177/0743558401164006
  • Duy, B., & Yıldız, M. A. (2014). School attachment and loneliness in early adolescents with different bully status. Education and Science, 39(174), 173-188. http://dx.doi.org/10.15390/EB.2014.2435
  • Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist, 48(2), 90-101. https://doi.org/10.1037/0003-066X.48.2.90
  • Finn, J.D. (1993). Student engagement and student at risk. (1.st. Ed). National Center for Education Statistics.
  • Fredricks, J. A., Blumenfeld, P., Friedel, J. & Paris, A. (2005). School engagement. In K. A. Moore & L. Lippman (Eds.), What do children need to flourish?: Conceptualizing and measuring ındicators of positive development (pp. 305 –321). Springer Science and Business Media.
  • Goodenow, C. (1992). School motivation, engagement, and sense of belonging among urban adolescent students ( ED349364). ERIC. https://eric.ed.gov/?id=ED349364
  • Guay, F., Boggiano, A. K., & Vallerand, R. J. (2001). Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27(6), 643-650. https://doi.org/10.1177/0146167201276001
  • Hallinan, M. T. (2008). Teacher influences on students' attachment to school. Sociology of Education, 81(3), 271-283. https://doi.org/10.1177/003804070808100303
  • Hill, L. G. (2005). Investigation of a brief measure of school attachment. [unpublished manuscript] Department of Human Development: Washington State University, USA.
  • Hirschi, T. (1969). Causes of delinquency. (1st Ed.). Univesity of California Press.
  • İhtiyaroğlu, N., & Demir, E. (2015). Analysis of the level of students' attachment to school, having different locus of control. The Black Sea Journal of Social Sciences, 7(03), 282-296. https://dergipark.org.tr/tr/pub/ksbd/issue/16232/170005
  • Kandemirci, D., & Cihangir Çankaya, Z. (2015, October 7-9). Öğrenme iklimi ölçeğinin Türkçeye uyarlanması. [Conference presentation]. 13. National Psychological Counseling and Guidance Congress, Mersin, Turkey.
  • Kara, A. (2008). Adaptation of the “Echelle de Motivation en Education” scale to Turkish. Ege Journal of Education, 9(2). 59-78. https://dergipark.org.tr/tr/pub/egeefd/issue/4911/67251
  • Karababa, A., Oral, T., & Dilmaç, B. (2018). The role of perceived social support and value in prediction of school attachment among secondary school students. Hacettepe University Journal of Education, 33(2), 269-279. https://doi.org/10.16986/HUJE.2017028440
  • Karaşar, B., & Kapçı, E. G. (2016). Examining school attachment and academic success in terms of different variables. Journal of Faculty of Educational Sciences, 49(1), 21-42. https://doi.org/10.1501/Egifak_0000001373
  • Krane, V., Karlsson, B., Ness, O., & Kim, H. S. (2016, July, 02). The teacher-student relationship, student mental health, and dropout from upper secondary school: A literature review. Scandinavian Psychologist. https://doi.org/10.15714/scandpsychol.3.e11
  • Libbey, H. P. (2004). Measuring student relationship to school: attachment, bonding, connectedness, and engagement. Journal of School Health, 74(7), 274-283. https://doi.org/10.1111/j.1746-1561.2004.tb08284.x
  • Maddox, S. J., & Prinz, R. J. (2003). School bonding in children and adolescents: Conceptualization, assessment, and associated variables. Clinical Child and Family Psychology Review, 6(1), 31-49. https://doi.org/10.1023/A:1022214022478
  • Mengi, S. (2011). Relations for the Social Support and Self Efficacy with School Bonding of the Secondary Education 10th and 11th Classes Students [Unpublished master’s thesis]. Sakarya University.
  • Osterman, K. F. (2000). Students' need for belonging in the school community. Review of Educational Research, 70(3), 323-367. https://doi.org/10.3102/00346543070003323
  • Özdemir, Y. (2015). School burnout in secondary school students: role of homework, school engagement and academic motivation. Adnan Menderes University Faculty of Education Journal of Education Sciences, 6(1), 27-35. https://dergipark.org.tr/tr/download/article-file/399538
  • Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159-175. https://doi.org/10.1080/00461520903028990
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
  • Ryan, R. M., & Deci, E. L. (2004). Autonomy Is No Illusion: Self-Determination Theory and the Empirical Study of Authenticity, Awareness, and Will. In J. Greenberg, S. L. Koole, & T. Pyszczynski (Eds.), Handbook of Experimental Existential Psychology (pp. 449–479). Guilford Press.
  • Ryan & Deci (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 1-11. https://doi.org/10.1016/j.cedpsych.2020.101860
  • Savi, F. (2011). School attachment scale for children and adolescents: The study of validity and reliability. Elementary Education Online, 10(1), 80-90. https://www.ilkogretim-online.org/fulltext/218-1596726058.pdf?1640900629
  • Savi-Çakar, F., & Karataş, Z. (2017). Adolescents’ self-esteem, school anger and life satisfaction as predictors of their school attachment. Education and Sciences, 42(189), 121-136. http://dx.doi.org/10.15390/EB.2017.6573
  • Savi-Çakar, F. (2011). School attachment and quality of life in children and adolescents of elementary school in Turkey. Education Research, 9(1), 1465-1471. http://www.interesjournals.org/ER
  • Simons-Morton, B. G., Crump, A. D., Haynie, D. L., & Saylor, K. E. (1999). Student–school bonding and adolescent problem behavior. Health Education Research, 14(1), 99-107. https://doi.org/10.1093/her/14.1.99
  • Tyler, K. M., Stevens-Morgan, R., & Brown-Wright, L. (2016). Home-school dissonance and student-teacher interaction as predictors of school attachment among urban middle level students. RMLE Online, 39(7), 1-22. https://doi.org/10.1080/19404476.2016.1226101
  • 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(5), 1161-1176. https://doi.org/10.1037/0022-3514.72.5.1161
  • Vallerand, R.J., Blais, M.R., Brière, N.M., & Pelletier, L.G. (1989). Construction et validation de l'echelle de motivation en éducation (EME). Revue Canadienne des Sciences du Comportement, 21, 323-349. https://doi.org/10.1037/h0079855
  • Williams, G. C., Grow, V. M., Freedman, Z. R., Ryan, R. M., & Deci, E. L. (1996). Motivational predictors of weight loss and weight-loss maintenance. Journal of Personality and Social Psychology, 70(1), 115-126. https://doi.org/10.1037/0022-3514.70.1.115
  • Yıldız, M. A., & Kutlu, M. (2015). An examination of the social anxiety and depressive symptoms as the predictors of school attachment among early adolescent. Mustafa Kemal University Journal of Social Sciences Institute, 12(31), 332-345. https://dergipark.org.tr/tr/download/article-file/183427

Details

Primary Language English
Subjects Psychology
Journal Section Makaleler
Authors

Ayşe AYAZ This is me
Türkiye


İsmail Hakkı TOMAR
HASAN KALYONCU ÜNİVERSİTESİ
0000-0002-1800-0629
Türkiye


Gürhan CAN This is me
HASAN KALYONCU ÜNİVERSİTESİ
Türkiye


Seydi Ahmet SATICI This is me
ARTVİN ÇORUH ÜNİVERSİTESİ
Türkiye

Early Pub Date December 30, 2021
Publication Date December 31, 2021
Published in Issue Year 2021, Volume 11, Issue 63

Cite

APA Ayaz, A. , Tomar, İ. H. , Can, G. & Satıcı, S. A. (2021). Autonomy Support and Children's School Attachment: Motivation as a Mediator . Turkish Psychological Counseling and Guidance Journal , 11 (63) , 591-602 . DOI: 10.17066/tpdrd.1051702