Araştırma Makalesi
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Investigation of Distance Learners’ Volitional Competence

Yıl 2020, , 303 - 323, 31.01.2020
https://doi.org/10.18039/ajesi.682037

Öz

The volitional competence, which is accepted as a requirement for success in open and distance learning environments, is considered to be an essential part of learning motivation and thus, complementary to learner success. From this point of view, it is important to examine the volitional competencies of distance learners. Within this context, the aim of this study is to examine the level of volitional competence of distance learners enrolled in the Open Education System of Anadolu University. This cross-sectional research used a quantitative method approach. In the study, Volitional Competency Scale and personal information form were used as data collection tools. Data were collected from volunteer online learners. A total of 2115 learners (1132 females and 1002 males) were the sample of the study. Descriptive statistics, t-test for independent samples and one-way ANOVA were used to analyze the data obtained. The results of the research show that distance learners have high levels of volitional competency. In addition to this finding, it was found that online learners' level of volitional competency differed by gender, age, and type of enrollment, but it did not differ according to the year of entry into the Open Education System. The volitional competence, which is considered to be complementary to learning motivation, can be considered as an indicator of the learners' motivation levels, their success in the courses and their tendencies to complete the school. It is also important in terms of predicting the success of learners in distance education.

Kaynakça

  • Achtziger, A., & Gollwitzer, P. M. (2018). Motivation and volition in the course of action. In J. Heckhausen, & H. Heckhausen (Eds.), Motivation and Action (pp. 485-527). (3rd ed.). Switzerland, Cham: Springer Publishing.
  • Anadolu Üniversitesi (2019). 2018-2019 Öğretim yılı aralık öğrenci sayıları. https://www.anadolu.edu.tr/universitemiz/sayilarla-universitemiz/ogrenci-sayilari/ 2018- 2019/aralik-2018. (Erişim tarihi: 01.02.2019).
  • Amlinger-Chatterjee, M. B., Baumann, N., Osborne, D., Mahmud, S. H., & Koole, S. L. (2018). Cross-cultural analysis of volition: Action orientation is associated with less anxious motive enactment and greater well-being in Germany, New Zealand, and Bangladesh. Frontiers in Psychology, 9, 1043.
  • Bartels, J. M., Magun-Jackson, S., & Kemp, A. D. (2009). Volitional regulation and self-regulated learning: An examination of individual differences in approach-avoidance achievement motivation. Electronic Journal of Research in Educational Psychology, 7(2), 605-626. https://doi.org/10.25115/ejrep.v7i18.1370.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative approaches to research. Upper Saddle River, NJ: Merrill/Pearson Education.
  • Deimann, M., & Bastiaens, T. (2010). The role of volition in distance education: An exploration of its capacities. International Review of Research in Open and Distributed Learning, 11(1), 1-16. https://doi.org/10.19173/irrodl.v11i1.778.
  • Deimann, M., Weber, B., & Bastiaens, T. (2009). Development of a test of volitional competence in schools and universities. Unterrichtswissenschaft, 37(4), 362-379.
  • Dewitte, S., & Lens, W. (1999). Volition: Use with measure. Learning and Individual Differences, 11(3), 321-333. https://doi.org/10.1016/s1041-6080(99)80006-5.
  • Grund, A., & Fries, S. (2018). Understanding procrastination: A motivational approach. Personality and Individual Differences, 121, 120-130. http://dx.doi.org/10.1016/j.paid.2017.09.035.
  • Haggard, P. (2008). Human volition: Towards a neuroscience of will. Nature Reviews Neuroscience, 9(12), 934-946. https://doi.org/10.1038/nrn2497.
  • Hartnett, M., George, A. S., & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent. The International Review of Research in Open and Distributed Learning, 12(6), 20-38.
  • Heckhausen, J. (2007). The motivation-volition divide and its resolution in action-phase models of developmental regulation. Research in Human Development, 4(3-4), 163-180.
  • Heckhausen, J., & Heckhausen, H. (2018). Motivation and action: Introduction and overview. In J.
  • Heckhausen, & H. Heckhausen (Eds.), Motivation and Action (pp. 1-14). (3rd ed.). Switzerland, Cham: Springer.
  • Heckhausen, H., & Gollwitzer, P. M. (1987). Thought contents and cognitive functioning in motivational versus volitional states of mind. Motivation and Emotion, 11(2), 101–120.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118.
  • Huang, W. H. D., Hood, D. W., & Yoo, S. J. (2014). Motivational support in Web 2.0 learning environments: A regression analysis based on the integrative theory of motivation, volition and performance. Innovations in Education and Teaching International, 51(6), 631-641.
  • Kehr, H. M. (2004). Implicit/explicit motive discrepancies and volitional depletion among managers. Personality and Social Psychology Bulletin, 30(3), 315-327.
  • Keller, J. M. (2008). An integrative theory of motivation, volition, and performance. Technology, Instruction, Cognition, and Learning, 6(2), 79-104.
  • Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach (1st ed.). New York, NY: Springer.
  • Keller, J. M. (2017). The MVP Model: Overview and Application. New Directions for Teaching and Learning, 2017(152), 13-26. https://doi.org/10.1002/tl.20265.
  • Keller, J. M. & Deimann, M. (2012). Motivation, volition, and performance. In R. A. Reiser & J. V. Dempsey (Eds.). Trends and issues in instructional design and technology (pp. 84-95). (1st ed.). Boston: Pearson.
  • Kim, C., & Keller, J. M. (2008). Effects of motivational and volitional email messages(MVEM) with personal messages on undergraduate student's motivation, study habits, and achievement. British Journal of Educational Technology, 39(1) 36-51. https://doi.org/10.1111/j.1467-8535.2007.00701.x.
  • Kim, C., & Bennekin, K. N. (2016). The effectiveness of volition support (VoS) in promoting students’ effort regulation and performance in an online mathematics course. Instructional Science, 44(4), 359-377.
  • Kuhl, J. (1987). Action control: The maintenance of motivational states. In F. Halisch & J. Kuhl (Eds.), Motivation, Intention and Volition (pp. 279- 291). Berlin: Springer Publishing.
  • Li, K., & Keller, J. M. (2018). Use of the ARCS model in education: A literature review. Computers & Education, 122, 54-62.
  • Milne, S., Orbell, S., & Sheeran, P. (2002). Combining motivational and volitional interventions to promote exercise participation: Protection motivation theory and implementation intentions. British Journal of Health Psychology, 7, 163–184.
  • Novak, E. (2014). Toward a mathematical model of motivation, volition, and performance. Computers & Education, 74, 73-80.
  • Novak, E., Daday, J., & McDaniel, K. (2018). Using a mathematical model of motivation, volition, and performance to examine students’e-text learning experiences. Educational Technology Research and Development, 66(5), 1189-1209.
  • Ottingen, G., Schrage, J., & Gollwitzer, P. M. (2016). Volition. In L. Corno & E. M. Anderman (Eds.), Handbook of Educational Psychology (pp. 104-117). (3rd ed). New York: Routledge.
  • Roasoft (2019). Sample size calculator, http://www.raosoft.com/samplesize.html. (Erişim tarihi: 09.01.2019)
  • Uçar, H. (2018). Uzaktan eğitimde öğrenenlerin eylem yeterliklerine ilişkin bir ölçek geliştirme çalışması. (Rapor No: 2016-02.BŞEÜ.13-01). Bilecik Şeyh Edebali Üniversitesi. http://acikkaynak.bilecik.edu.tr:8080/xmlui/handle/11552/1038 (Erişim tarihi: 05.01.2019)
  • Ucar, H., & Bozkurt, A. (2019). Using motivation, volition, and performance model to overcome online procrastination. In T. Erdoğan, & S. Özer. (Eds.), Current Academic Studies in Social Sciences (pp. 105-112). Cetinje-Montenegro; IVPE.
  • Wolters, C. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179-187.

Uzaktan Öğrenenlerin Eylem Yeterlik Düzeylerinin İncelenmesi

Yıl 2020, , 303 - 323, 31.01.2020
https://doi.org/10.18039/ajesi.682037

Öz

Açık ve uzaktan öğrenme ortamlarında başarı için gerek şart olarak kabul edilen eylem yeterliği faktörü, öğrenme motivasyonunun önemli bir parçası ve öğrenen başarısının tamamlayıcısı olarak kabul edilmektedir. Bu bakış açısıyla açık ve uzaktan öğrenenlerin eylem yeterliklerinin incelenmesi önem taşımaktadır. Bu bağlamda bu çalışmanın amacı, Anadolu Üniversitesi Açıköğretim Sistemine kayıtlı öğrencilerin eylem yeterlik düzeylerini incelemektir. Çalışma, nicel araştırma yöntemlerinden tarama modelinde gerçekleştirilmiş kesitsel bir araştırmadır. Araştırmada veri toplama aracı olarak Eylem Yeterliği Ölçeği ve kişisel bilgi formu kullanılmıştır. Veriler, çevrimiçi ortamda gönüllülük esasına göre uzaktan öğrenenlerden toplanmıştır. Veri toplama aracına cevap veren 1132 kadın ve 1002 erkek toplam 2115 öğrenen araştırmanın örneklemini oluşturmaktadır. Çalışmanın araştırma sorularına yanıt bulmak amacıyla elde edilen veriler çözümlenirken betimsel istatistikler, bağımsız örneklemler için t-testi ve bağımsız örneklemler için tek faktörlü varyans analizi (ANOVA) kullanılmıştır. Araştırma sonuçları, Açıköğretim sistemine kayıtlı öğrencilerin eylem yeterlik düzeylerinin ölçeğin ortalama puanlarına göre orta seviyenin üstünde olduğunu göstermektedir. Bu bulguya ek olarak, öğrencilerin eylem yeterlik düzeylerinin; cinsiyete, yaşa ve kayıt türüne göre farklılık gösterdiği ancak öğrencilerin Açıköğretim sistemine giriş yılına göre farklılık göstermediği bulunmuştur. Öğrenme motivasyonunun tamamlayıcısı olarak kabul edilen eylem yeterliği, öğrencilerin motivasyon seviyelerinin, derslerde başarılı olma ve okulu tamamlama eğilimlerinin bir göstergesi olarak kabul edilebilir. Ayrıca, eylem yeterliği uzaktan eğitimde öğrencilerin başarılı olup olmama durumlarını yordaması açısından da önemlidir.

Kaynakça

  • Achtziger, A., & Gollwitzer, P. M. (2018). Motivation and volition in the course of action. In J. Heckhausen, & H. Heckhausen (Eds.), Motivation and Action (pp. 485-527). (3rd ed.). Switzerland, Cham: Springer Publishing.
  • Anadolu Üniversitesi (2019). 2018-2019 Öğretim yılı aralık öğrenci sayıları. https://www.anadolu.edu.tr/universitemiz/sayilarla-universitemiz/ogrenci-sayilari/ 2018- 2019/aralik-2018. (Erişim tarihi: 01.02.2019).
  • Amlinger-Chatterjee, M. B., Baumann, N., Osborne, D., Mahmud, S. H., & Koole, S. L. (2018). Cross-cultural analysis of volition: Action orientation is associated with less anxious motive enactment and greater well-being in Germany, New Zealand, and Bangladesh. Frontiers in Psychology, 9, 1043.
  • Bartels, J. M., Magun-Jackson, S., & Kemp, A. D. (2009). Volitional regulation and self-regulated learning: An examination of individual differences in approach-avoidance achievement motivation. Electronic Journal of Research in Educational Psychology, 7(2), 605-626. https://doi.org/10.25115/ejrep.v7i18.1370.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative approaches to research. Upper Saddle River, NJ: Merrill/Pearson Education.
  • Deimann, M., & Bastiaens, T. (2010). The role of volition in distance education: An exploration of its capacities. International Review of Research in Open and Distributed Learning, 11(1), 1-16. https://doi.org/10.19173/irrodl.v11i1.778.
  • Deimann, M., Weber, B., & Bastiaens, T. (2009). Development of a test of volitional competence in schools and universities. Unterrichtswissenschaft, 37(4), 362-379.
  • Dewitte, S., & Lens, W. (1999). Volition: Use with measure. Learning and Individual Differences, 11(3), 321-333. https://doi.org/10.1016/s1041-6080(99)80006-5.
  • Grund, A., & Fries, S. (2018). Understanding procrastination: A motivational approach. Personality and Individual Differences, 121, 120-130. http://dx.doi.org/10.1016/j.paid.2017.09.035.
  • Haggard, P. (2008). Human volition: Towards a neuroscience of will. Nature Reviews Neuroscience, 9(12), 934-946. https://doi.org/10.1038/nrn2497.
  • Hartnett, M., George, A. S., & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent. The International Review of Research in Open and Distributed Learning, 12(6), 20-38.
  • Heckhausen, J. (2007). The motivation-volition divide and its resolution in action-phase models of developmental regulation. Research in Human Development, 4(3-4), 163-180.
  • Heckhausen, J., & Heckhausen, H. (2018). Motivation and action: Introduction and overview. In J.
  • Heckhausen, & H. Heckhausen (Eds.), Motivation and Action (pp. 1-14). (3rd ed.). Switzerland, Cham: Springer.
  • Heckhausen, H., & Gollwitzer, P. M. (1987). Thought contents and cognitive functioning in motivational versus volitional states of mind. Motivation and Emotion, 11(2), 101–120.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118.
  • Huang, W. H. D., Hood, D. W., & Yoo, S. J. (2014). Motivational support in Web 2.0 learning environments: A regression analysis based on the integrative theory of motivation, volition and performance. Innovations in Education and Teaching International, 51(6), 631-641.
  • Kehr, H. M. (2004). Implicit/explicit motive discrepancies and volitional depletion among managers. Personality and Social Psychology Bulletin, 30(3), 315-327.
  • Keller, J. M. (2008). An integrative theory of motivation, volition, and performance. Technology, Instruction, Cognition, and Learning, 6(2), 79-104.
  • Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach (1st ed.). New York, NY: Springer.
  • Keller, J. M. (2017). The MVP Model: Overview and Application. New Directions for Teaching and Learning, 2017(152), 13-26. https://doi.org/10.1002/tl.20265.
  • Keller, J. M. & Deimann, M. (2012). Motivation, volition, and performance. In R. A. Reiser & J. V. Dempsey (Eds.). Trends and issues in instructional design and technology (pp. 84-95). (1st ed.). Boston: Pearson.
  • Kim, C., & Keller, J. M. (2008). Effects of motivational and volitional email messages(MVEM) with personal messages on undergraduate student's motivation, study habits, and achievement. British Journal of Educational Technology, 39(1) 36-51. https://doi.org/10.1111/j.1467-8535.2007.00701.x.
  • Kim, C., & Bennekin, K. N. (2016). The effectiveness of volition support (VoS) in promoting students’ effort regulation and performance in an online mathematics course. Instructional Science, 44(4), 359-377.
  • Kuhl, J. (1987). Action control: The maintenance of motivational states. In F. Halisch & J. Kuhl (Eds.), Motivation, Intention and Volition (pp. 279- 291). Berlin: Springer Publishing.
  • Li, K., & Keller, J. M. (2018). Use of the ARCS model in education: A literature review. Computers & Education, 122, 54-62.
  • Milne, S., Orbell, S., & Sheeran, P. (2002). Combining motivational and volitional interventions to promote exercise participation: Protection motivation theory and implementation intentions. British Journal of Health Psychology, 7, 163–184.
  • Novak, E. (2014). Toward a mathematical model of motivation, volition, and performance. Computers & Education, 74, 73-80.
  • Novak, E., Daday, J., & McDaniel, K. (2018). Using a mathematical model of motivation, volition, and performance to examine students’e-text learning experiences. Educational Technology Research and Development, 66(5), 1189-1209.
  • Ottingen, G., Schrage, J., & Gollwitzer, P. M. (2016). Volition. In L. Corno & E. M. Anderman (Eds.), Handbook of Educational Psychology (pp. 104-117). (3rd ed). New York: Routledge.
  • Roasoft (2019). Sample size calculator, http://www.raosoft.com/samplesize.html. (Erişim tarihi: 09.01.2019)
  • Uçar, H. (2018). Uzaktan eğitimde öğrenenlerin eylem yeterliklerine ilişkin bir ölçek geliştirme çalışması. (Rapor No: 2016-02.BŞEÜ.13-01). Bilecik Şeyh Edebali Üniversitesi. http://acikkaynak.bilecik.edu.tr:8080/xmlui/handle/11552/1038 (Erişim tarihi: 05.01.2019)
  • Ucar, H., & Bozkurt, A. (2019). Using motivation, volition, and performance model to overcome online procrastination. In T. Erdoğan, & S. Özer. (Eds.), Current Academic Studies in Social Sciences (pp. 105-112). Cetinje-Montenegro; IVPE.
  • Wolters, C. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179-187.
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Hasan Uçar Bu kişi benim

Aras Bozkurt 0000-0002-4520-642X

Aylin Öztürk Bu kişi benim 0000-0002-3043-194X

Alper Tolga Kumtepe Bu kişi benim 0000-0002-2456-6338

Yayımlanma Tarihi 31 Ocak 2020
Gönderilme Tarihi 23 Nisan 2019
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Uçar, H., Bozkurt, A., Öztürk, A., Kumtepe, A. T. (2020). Uzaktan Öğrenenlerin Eylem Yeterlik Düzeylerinin İncelenmesi. Anadolu Journal of Educational Sciences International, 10(1), 303-323. https://doi.org/10.18039/ajesi.682037
AMA Uçar H, Bozkurt A, Öztürk A, Kumtepe AT. Uzaktan Öğrenenlerin Eylem Yeterlik Düzeylerinin İncelenmesi. AJESI. Ocak 2020;10(1):303-323. doi:10.18039/ajesi.682037
Chicago Uçar, Hasan, Aras Bozkurt, Aylin Öztürk, ve Alper Tolga Kumtepe. “Uzaktan Öğrenenlerin Eylem Yeterlik Düzeylerinin İncelenmesi”. Anadolu Journal of Educational Sciences International 10, sy. 1 (Ocak 2020): 303-23. https://doi.org/10.18039/ajesi.682037.
EndNote Uçar H, Bozkurt A, Öztürk A, Kumtepe AT (01 Ocak 2020) Uzaktan Öğrenenlerin Eylem Yeterlik Düzeylerinin İncelenmesi. Anadolu Journal of Educational Sciences International 10 1 303–323.
IEEE H. Uçar, A. Bozkurt, A. Öztürk, ve A. T. Kumtepe, “Uzaktan Öğrenenlerin Eylem Yeterlik Düzeylerinin İncelenmesi”, AJESI, c. 10, sy. 1, ss. 303–323, 2020, doi: 10.18039/ajesi.682037.
ISNAD Uçar, Hasan vd. “Uzaktan Öğrenenlerin Eylem Yeterlik Düzeylerinin İncelenmesi”. Anadolu Journal of Educational Sciences International 10/1 (Ocak 2020), 303-323. https://doi.org/10.18039/ajesi.682037.
JAMA Uçar H, Bozkurt A, Öztürk A, Kumtepe AT. Uzaktan Öğrenenlerin Eylem Yeterlik Düzeylerinin İncelenmesi. AJESI. 2020;10:303–323.
MLA Uçar, Hasan vd. “Uzaktan Öğrenenlerin Eylem Yeterlik Düzeylerinin İncelenmesi”. Anadolu Journal of Educational Sciences International, c. 10, sy. 1, 2020, ss. 303-2, doi:10.18039/ajesi.682037.
Vancouver Uçar H, Bozkurt A, Öztürk A, Kumtepe AT. Uzaktan Öğrenenlerin Eylem Yeterlik Düzeylerinin İncelenmesi. AJESI. 2020;10(1):303-2.