Motivasyon Kuramları Çerçevesinde Öğrencilerin Öğrenme Motivasyonlarının Arttırılması: Bir Derleme Çalışması

Abstract

Bu çalışma ile motivasyon kavramı, öğrenmede düşük motivasyonun nedenleri ve çağdaş motivasyon kuramları incelenerek eğitici tecrübeleri ve motivasyon kuramlarına dayalı olarak öğrenme ortamında motivasyonu artırıcı birtakım strateji ve önerilerin sunulması amaçlanmıştır. Motivasyon genel anlamda etkileşim, seçim yapma, inanç, değer gibi unsurlar içerir. Motivasyon, hedef ve bir eylem dahilinde davranışı başlatma, davranışı hedefe yönlendirme ve davranışı sürdürme aşamalarından oluşmaktadır. Öğrenme ortamlarında motivasyonun öneminin daha iyi anlaşılabilmesi için motivasyon kuramlarının incelenerek literatür ışığında tartışılması gereklidir. Bu araştırma kapsamında çağdaş motivasyon kuramları olarak ifade edilen, ilişkilendirme, beklenti-değer, öz yeterlik, hedef belirleme, özgür irade, sosyal bilişsel, öz düzenleme ve ARCS kuramları özetle incelenmiştir. Öğretim süreçlerinin öğrenci merkezli bir anlayışla planlanması, öğrencilerin duygularına değer verilmesi, öğrencilerin ilgi ve ihtiyaçlarının dikkate alınması, öğretimde bilgilendirici geri dönüt verilmesi, övgü, ödül ve aktif katılımı sağlayacak stratejilerin kullanılması ve eğitimde doğru ölçme değerlendirme süreçlerinin uygulanması gibi yaklaşımların öğrenme ortamında öğrencilerin motivasyonlarını artırmada önemli faktörler olduğu görülmüştür.

Keywords

• motivasyon
• öğrenme ortamları
• motivasyon kuramları
• öğrenci motivasyonunu arttırıcı yaklaşımlar

Increasing Students’ Academic Motivations within the Framework of Motivation Theories: A Review Study

Abstract

In this study, it was aimed to examine the concept of motivation, the reasons for low motivation and contemporary motivation theories, and to present some strategies for increasing motivation based on instructional experiences and motivation theories. Motivation includes elements such as interaction, selection, belief, and value. Motivation consists of starting the behavior within the scope of the target and an action, directing the behavior to the goal and maintaining the behavior. To better understand the importance of motivation in learning, motivation theories should be examined in the light of the literature. Attribution, expectancy-value, self-efficacy, goal-setting, self-determination, social-cognitive, self-regulation, and ARCS theories were briefly examined. It has been observed that approaches such as planning teaching processes with a student-centered approach, valuing students' emotions, considering students' needs, giving informative feedback, using strategies that will ensure praise, reward and active participation, and implementing appropriate assessment strategies are important in increasing students' motivation. 

Keywords

• Motivation
• learning environments
• motivation theories
• approaches to increase student motivation

References

1. Ames, C. (1990). Motivation: What teachers need to know. Teachers College Record, 91, 409– 421.
2. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. doi: 10.1037/0033-295X.84.2.191
3. Bandura, A. (1986). Social foundations of thought and action-A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
4. Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25(5), 729–735. doi: 10.1037/0012-1649.25.5.729
5. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
6. Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology, 51(2), 269-290. doi: 10.1111/1464-0597.00092
7. Berk, L. E. (2013). Bebekler ve çocuklar: Doğum öncesinde orta çocukluğa. Ankara: Nobel.
8. Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th Edition). McGraw-Hill (UK): Open University Press.

9. Bong, M. (2001). Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task value, and achievement goals. Journal of Educational Psychology, 93(1), 23–34. doi: 10.1037/0022-0663.93.1.23
10. Brooks, R., & Goldstein, S. (2008). The mindset of teachers capable of fostering resilience in students. Canadian Journal of School Psychology, 23, 114–126. doi: 10.1177/0829573508316597
11. Cameron, J., Pierce, W., & Banko, K. (2005). Achievement-based rewards and intrinsic motivation: A test of cognitive mediators. Journal of Educational Psychology, 97, 641–655.
12. Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18(1), 105–115. doi: 10.1037/h0030644
13. Dweck, C. (1999). Self‐theories: Their role in motivation, personality and development. Philadelphia, PA: Psychology Press.
14. Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
15. Dweck, C. S., & Elliot, A. J. (Eds.). (2005). Handbook of competence and motivation. New York: Guilford Press.
16. Eggen, P., & Kauchak, D. (2001). Educational psychology: Windows on classrooms. New Jersey Prentice Hall, Inc.
17. Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82(3), 525–538. doi: 10.1037/0022-0663.82.3.525
18. Gregory, G., & Kaufeldt, M. (2015). The motivated brain: Improving student attention, engagement, and perseverance. Alexandria, VA: ASCD
19. Griggs, J., & Walker, R. (2008). The costs of child poverty for individuals and society: A literature review. York: Joseph Rowntree Foundation.
20. Kearney, P., Plax, T. G., Hays, E. R., & Ivey, M. J. (1991). College teacher misbehaviors: What students don't like about what teachers say and do. Communication Quarterly, 39(4), 309-324.
21. Keller, J. M. (2008). An integrative theory of motivation, volition, and performance. Cognition and Learning, 6, 79-104.
22. Keller, J. M. (2010). The Arcs model of motivational design. In Motivational design for learning and performance (pp. 43-74). Springer US.
23. Keller, J. M. (2016). Motivation, learning, and technology: Applying the ARCS-V Motivation Model. Participatory Educational Research (PER), 3(2), 1-13. doi: 10.17275/per.16.06.3.2
24. Kinicki, A., & Kreitner, R. (2010). Values, attitudes, job satisfaction, and counterproductive behavior. Organizational behavior, New York: Mc-Graw Hill Irwin
25. Kreitner, R., & Kinichi, A. (2009). Organizational behaviour (9th Edition). New York: Mc Graw-Hill.
26. Latham, G. P., & Locke, E. A. (1979). Goal setting-A motivational technique that works. Organizational Dynamics, 8(2), 68-80. doi: 10.1016/0090-2616(79)90032-9
27. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717. doi: 10.1037/0003-066X.57.9.705
28. Mayer, R. E. (2002). The promise of educational psychology: Vol. II. Teaching for meaningful learning. Upper Saddle River, NJ: Merrill/Prentice Hall.
29. National Research (2018). How people learn II: Learners, contexts, and cultures. Washington, DC: The National Academic Press.
30. National Research Council [NRC]. (2004). Engaging Schools: Fostering High School Students’ Motivation to Learn. Washington, DC: The National Academies Press.
31. Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686. doi: 10.1037/0022-0663.95.4.667
32. Pintrich, P. R., & Schunk, D. H. (2013). Motivation in education: Theory, research, and applications (4th ed.). Upper Saddle River, NJ; Columbus, OH: Merrill/Prentice Hall.
33. Race, P. (2019). The lecturer’s toolkit: A practical guide to assessment, learning and teaching (5th Edition). London: Routledge.
34. Reid J. (1993) Prevention of conduct disorder before and after school entry: relating interventions to developmental findings. Development and Psychopathology 5(1-2), 243– 62. doi: 10.1017/S0954579400004375
35. Riggs, J. M. (1992). Self-handicapping and achievement. In Boggiano, A. K., and Pittman, T. S. (Ed.), Achievement and motivation: A social-developmental perspective (pp. 244–267). Cambridge University Press, New York
36. Schopenhauer, W. (1999). Prize essay on the freedom of the will. Cambridge Texts in the History of Philosophy, G. Zoller, ed. Payne, E.F.J. (trans.) Cambridge: Cambridge University Press.
37. Schunk, D. H. (1989). Social cognitive theory and self-regulated learning. In B.J. Zimmerman & D.H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp. 83-110). New York: SpringerVerlag.
38. Seker, S. E. (2015). Motivasyon teorisi (Motivation Theory). YBS Ansiklopedi, 2(1), 22-26.
39. Skinner, B. F. (1979). The shaping of a behaviorist. New York, NY: Knopf.
40. Svinicki, M. D., & Vogler, J. S. (2012). Motivation and learning: Modern theories. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 2336–2339). New York: Springer.
41. Tezci, E., & Perkmen, S. (2013). Oluşturmacı perspektiften teknolojinin öğrenme-öğretme sürecine entegrasyonu. In K. Çağıltay & Y. Göktaş (Eds). Öğretim teknolojilerinin temelleri: Teoriler, araştırmalar, eğilimler (pp. 185-211). Ankara, Turkey: Pegem Akademi Yayıncılık.
42. Vroom V. H. (1964). Work and motivation. Wiley, New York.
43. Wang, J., Rao, H., Wetmore, G. S., Furlan, P. M., Korezykowski, M., Dinges, D. F., & Detre, J. A. (2005). Perfusion functional MRI reveals cerebral blood flow pattern under psychological stress. Proc Natl Acad Sci USA, 102(49), 17804-17809.
44. Weiner B. (1980). A cognitive- (attribution-) emotion action model of motivated behavior: An analysis of judgments. Journal of Personality and Social Psychology, 39,186–200.
45. Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary educational psychology, 25(1), 68-81. doi: 10.1006/ceps.1999.1015
46. Wigfield, A., & Eccles, J.S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In Wigfield, A., Eccles, J.S. (Eds.), Development of achievement motivation (pp. 173–195). San Diego, CA: Academic Press.
47. Williams, K. C., & Williams, C. C. (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal, 12, 1–23. http://aabri.com/manuscripts/11834.pdf
48. Wood, J. L. (2014). Motivational factors for academic success: perspectives of african american males in the community collage. The National Journal of Urban Education & Practice, 7(3), 247-265.
49. Young, P. T. (1961). Motivation and emotion: A survey of the determinants of human and animal activity. New York: Wiley.
50. Zhao, C., & Kuh , G. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45, 115–118.
51. Zimmerman, B. J. (2015). Self-regulated learning: Theories, measures, and outcomes. International Encyclopedia of the Social & Behavioral Sciences. Elsevier. www.sciencedirect.com/science/article/pii/B9780080970868260601 adresinden erişilmiştir.
52. Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman, & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.