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Üniversite Öğrencilerinin Motivasyonunda Yaşam Memnuniyeti ve İletişim Becerilerinin Rolü

Year 2022, Volume: 12 Issue: 1, 51 - 60, 30.04.2022
https://doi.org/10.2399/yod.20.707231

Abstract

Bu çalışmada üniversite öğrencilerinin yaşam memnuniyetleri ile iletişim becerilerinin motivasyonu yordama gücünün incelenmesi amaçlanmıştır. Araştırma örneklemi 603 lisans öğrencisinden oluşmaktadır. Katılımcıların 435’i kadın, 168’i erkek ve yaş ortalamaları ise 20.2’dir. Öğrencilerin genel akademik ortalamaları 4.0 üzerinden 1.87 ile 3.91 arasında değişmektedir. Çalışmadaki veriler üç tane veri toplama aracıyla toplanmıştır. Üniversite öğrencilerinin yaşam memnuniyetleri, iletişim becerileri ve motivasyon düzeyleri arasındaki ilişki ile bağımsız değişkenlerin bağımlı değişkeni yordayıp yordamadığını tespit etmek için çoklu regresyon analizi kullanılmıştır. Araştırma bulgularına göre, üniversite öğrencilerinin yaşam memnuniyetleri, iletişim becerileri ve motivasyonları arasında pozitif ve anlamlı bir ilişki olduğu görülmektedir. Motivasyon düzeyi ile en yüksek düzeyde ilişkinin saygı alt boyutunda olduğu tespit edilmiştir. Bulgular ayrıca katılımcıların yaşam memnuniyetleri ve iletişim becerilerinin öğrencilerin motivasyonlarındaki varyansı açıklayabildiğini göstermektedir. Motivasyondaki varyansın en yüksek şekilde saygı alt boyutu (%16.6) tarafından açıklanabildiği bulunmuştur.

References

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Examining Life Satisfaction and Communication Skills of University Students as the Predictors of their Motivation

Year 2022, Volume: 12 Issue: 1, 51 - 60, 30.04.2022
https://doi.org/10.2399/yod.20.707231

Abstract

This study examines the predictive roles of university students’ life satisfaction and communication skills on their motivation. The participants of this study include 603 undergraduate students. Of the participants, 435 are female, 168 are male, and the mean age is 20.2 years. Students’ GPA averages range from 1.87 to 3.91 on a 4.0 scale. The data were collected through three data collection instruments. A multiple regression analysis was employed to find out the relationships between all of the variables, and examining the predictive roles of independent variables on the dependent variable. The findings show that there is a positive and meaningful relationship between life satisfaction, communication skills, and motivation of university students. The highest correlation was found between motivation and respect, which is a dimension of communication skills. The findings also indicate that the participants’ life satisfaction and communication skills explain the variances of students’ motivation. The highest predictor of motivation among all dimensions is respect, as it explains the variances by 16.6%.

References

  • Aktuğ, G. (2010). Çocuk eğitimevlerinde barındırılan ergenlerin iletişim ve sosyal beceri düzeylerinin incelenmesi. Unpublished master’s thesis, Institute of Educational Sciences, Dokuz Eylül University, İzmir.
  • Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 11–75.
  • Bowden, P. (2000). Delivering organizational excellence by employee values management. Total Quality Management, 11, 4–6.
  • Brislin, R., & Yoshida, T. (1994). Intercultural communication training: An introduction. Thousand Oaks, CA: Sage.
  • Brophy, J. (2012). Motivating students to learn. New York, NY: Routledge.
  • Buehl, M. M., & Alexander, P. A. (2005). Motivation and performance differences in students’ domain-specific epistemological belief profiles. American Educational Research Journal, 42(4), 697–726.
  • Can Bilgin, H. (2015). Ortaokul öğrencilerinin bilgisayar oyun bağımlılık düzeyleri ile iletişim becerileri arasındaki ilişki. Unpublished master’s thesis, Institute of Educational Sciences, Pamukkale University, Denizli.
  • Caplan, S. E. (2005). A social skill account of problematic internet use. Journal of Communication, 55, 721–736.
  • Chang, E. C. (1998). Hope, problem-solving ability, and coping in a college student population: Some implications for theory and practice. Journal of Clinical Psychology, 54(7), 953–962.
  • Cihangir, Z. (2004). Kişilerarası iletişimde dinleme becerisi. Ankara: Nobel Akademik Yayıncılık.
  • Clark, M. H., & Schroth, C. A. (2010). Examining relationships between academic motivation and personality among college students. Learning and Individual Differences, 20(1), 19–24.
  • Cüceloğlu, D. (2005). İnsan ve davranışı: Psikolojinin temel kavramları (14. basım). İstanbul: Remzi Kitabevi.
  • Dalkılıç, M. (2006). Lise öğrencilerinin ana- baba ve ergen ilişkilerinde algıladıkları problem çözme ve iletişim becerilerinin bazı değişkenlere göre incelenmesi. Unpublished master’s thesis, Institute of Social Sciences, Ege University, İzmir.
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  • Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. The Educational Psychologist, 26, 325–346.
  • Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49, 71–75.
  • Dilmaç, B., & Ekşi, H. (2008). Meslek yüksek okullarında öğrenim gören öğrencilerin yaşam doyumları ve benlik saygılarının incelenmesi. [Article in Turkish] Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20, 279–289.
  • Doğan, S., & Koçak, O. (2014). Relationship between school administrators' social communication skills and teachers' motivation. [Article in Turkish] Kuram ve Uygulamada Eğitim Yönetimi, 20(2), 191–216.
  • Eccles, J. S. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132.
  • Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In: W. Damon, & N. Eisenberg ((Eds.), Handbook of child psychology (5th ed., Vol. III, pp. 1017–1095). New York, NY: Wiley.
  • Erol, M., & Yıldırım, İ. (2016). The development of higher education life satisfaction scale. Journal of Theory and Practice in Education, 12(1), 221–243.
  • Eryılmaz, A. (2010). The relationship between using of subjective well being increasing strategies and academic motivation in adolescence. [Article in Turkish] Klinik Psikiyatri, 13(2), 77–84.
  • Eryılmaz, A., & Ercan, L. (2011). Investigating of the subjective well-being based on gender, age and personality traits. [Article in Turkish] Türk Psikolojik Danışma ve Rehberlik Dergisi, 36(4), 139–151.
  • Fergusson, J. Y. (2003). A regression analysis of problem-based learning student variables. Unpublished doctoral dissertation, University of Nebraska, Lincoln, NE, USA.
  • Galand, B., Bentein, K., Bourgeois, E. & Frenay, M. (2003). The impact of a PBL curriculum on students’ motivation and self-regulation. Conference of the European Association for Research on Learning and Instruction. 10th Biennial Meeting, August 26–30, 2003, Padova, Italy.
  • Gilley, A., Gilley, J. W., & McMillan, H. S. (2009). Organizational change: Motivation, communication, and leadership effectiveness. Performance Improvement Quarterly, 21(4), 75–94.
  • Gottfried, A. E. (1985). Akademic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77(6), 631–645.
  • Gömleksiz, M. N., & Serhatlıoğlu, B. (2014). Prospective teachers’ perceptions of academic motivation levels. [Article in Turkish] Türkiye Sosyal Araştırmalar Dergisi, 173, 99–128.
  • Green, M., & Ellis, P. (1997). Impact of an evidence-based medicine curriculum based on adult learning theory. Journal of General Internal Medicine, 12(12), 742–50.
  • Greene, B. A., & Miller, R. B. (1996). Influences on course achievement: Goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology, 21(2), 181–192.
  • Gülnar, B., & Balcı, Ş. (2011). Yeni medya ve kültürleşen toplum. Konya: LiteraTürk Academia.
  • Kadakal Dölek, A. (2015). Üniversite öğrencilerinin iletişim becerilerinin farklı değişkenler açısından incelenmesi. Unpublished master’s thesis, Institute of Educational Sciences, Atatürk University, Erzurum.
  • 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). Developing evaluation scale of communication skills with factor analysis. [Article in Turkish] Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 21, 81–98.
  • Karasar, N. (2010). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayın.
  • Karataş, H., & Erden, M. (2012). Bilingual equivalence, validity and reliability of academic motivation scale. [Article in Turkish] E-Journal of New World Sciences Academy, 7(4), 983–1003.
  • Kelley, C., & Meyers, J. (1995). CCAI cross cultural adaptability ınventory manual. Minneapolis, MN: National Computer Systems, Inc.
  • Knowles, M. S. (1978). The adult learner: A neglected species. Houston, TX: Gulf.
  • Komarraju, M. & Karau, S. J. (2005). The relationship between the big five personality traits and academic motivation. Personality and Individual Differences, 39(3), 557–567.
  • Korkut, F. (2005). Communication skills training program for adults. [Article in Turkish] Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 28, 143–149.
  • Kurtz, S., Silverman, J., & Draper, J. (1998). Teaching and learning communication skills in medicine. Abingdon: Radcliffe Medical Press Ltd.
  • Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184–196.
  • Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. The School Psychology Review, 31(3), 313–327.
  • Miller, R. B., Behrens, J. T., Greene, B. A., & Newman, D. (1993). Goals and perceived ability: Impact on student valuing, self-regulation and persistence. Contemporary Educational Psychology, 18(1), 2–14.
  • Moneta, G. B., & Spada, M. M. (2009). Coping as a mediator of the relationships between trait intrinsic and extrinsic motivation and approaches to studying during academic exam preparation. Personality and Individual Differences, 46(5–6), 664–669.
  • Mowles, C. (2008). Values in international development organizations: Negotiating nonnegotiable. Development in Practice, 18(1), 5–16.
  • Ning, H. K., & Downing, K. (2010). The impact of supplemental instruction on learning competence and academic performance. Studies in Higher Education, 35(8), 921–939.
  • Nonis, S. A., & Wright, D. (2003). Moderating effects of achievement striving and situational optimism on the relationship between ability and performance outcomes of college students. Research in Higher Education, 44(3), 327–346.
  • Ogbonna, E., & Harris, L. C. (2000). Leadership style, organizational culture and performance: Empirical evidence from UK companies. Interantional Journal of Human Resource Management, 11(4), 766–788.
  • Özdevecioğlu, M., & Doruk, N. Ç. (2009). Organizasyonlarda iş-aile ve aile iş çatışmalarının çalişanlarin iş ve yaşam tatminleri üzerindeki etkisi. Erciyes Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, (33), 69–99.
  • Özer, G. (2009). Öz-belirleme kuramı çerçevesinde ihtiyaç doyumu, içsel güdülenme ve bağlanma stillerinin üniversite öğrencilerinin öznel iyi oluşlarına etkileri. Unpublished master’s thesis, Institute of Educational Sciences, Gazi University, Ankara.
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Details

Primary Language English
Subjects Studies on Education
Journal Section Original Empirical Research
Authors

Seyithan Demirdağ 0000-0002-4083-2704

Publication Date April 30, 2022
Published in Issue Year 2022 Volume: 12 Issue: 1

Cite

APA Demirdağ, S. (2022). Examining Life Satisfaction and Communication Skills of University Students as the Predictors of their Motivation. Yükseköğretim Dergisi, 12(1), 51-60. https://doi.org/10.2399/yod.20.707231

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