MOTIVATION, STRATEGY USE AND ACADEMIC ACHIEVEMENT OF UNIVERSITY STUDENTS WITH A VIEW TO DOMAIN, GENDER AND YEAR OF STUDY

Yıl 2014, Cilt: 23 Sayı: 2, 73 - 86, 15.10.2014

Berrin Uçkun Gamze Külekçi Almacıoğlu

Öz

This study examines the correlational and predictive relations between motivational constructs and levels of self-regulatory strategy use in university students representing three subject domains – two social science departments and one natural science department. Gender and year of study were used as categorizations variables. Multivariance analyses were run to examine main effects and interactive relations between gender, year of study and subjects’ mean levels of motivations and strategy use. Strong correlational ties among some of the motivational components were common to all three departments, while departmental differences did exist pertaining to the use of cognitive and metacognitive strategies, and resource management. Analyses of the predictive power of motivational components on strategy use levels established intrinsic goal orientation as the single most significant determiner of strategy use, however levels of motivation and strategy use were not predictive of achievement for all departments. Contextual reasons and pedagogical implications of these results are discussed.

Anahtar Kelimeler

motivation, self-regulated learning, strategy use, domain, gender, achievement

Motivation, Strategy Use and Academic Achievement of University Students with a View to Domain, Gender and Year of Study

Öz

Bu çalışmada üniversite öğrencilerinin öz-düzenleyici strateji kullanım düzeyleri ile güdülenme yapıları arasındaki ilişki ve belirleyicilik düzeyi incelenmektedir. Denek belirlemede, bilim alanları olarak iki sosyal bilimler ve bir doğa bilimleri dalı bölümleri seçilmiştir. Cinsiyet, sınıf düzeyi ve deneklerin motivasyon ve strateji kullanım ortalama değerleri arasındaki interaktif ilişkileri ve ana etkenleri belirlemek için Multivariance Analysis kullanılmıştır. Üç bölüm öğrencilerinin ortak özelliği olarak belirli motivasyon ögeleri arasında güçlü korelasyon ilişkileri görülmekle beraber zihinsel ve metazihinsel strateji ve kaynak yönetimi kullanımlarına yönelik bölümler arasında farklılıklar gözlenmemiştir. Strateji kullanımının tek başına en güçlü
motivasyonal belirleyicisi olarak iç hedef oryantasyonu saptanmıştır, ancak akademik başarı üzerinde motivasyon ve strateji kullanımının belirleyici olmadığı gözlenmiştir. Çalışmanın sonuçlarının bağlamsal nedenleri ve pedagojik çıkarımları tartışılmaktadır. 

Anahtar Kelimeler

güdülenme, öz-düzenlemeli öğrenim, strateji kullanımı, alan, cinsiyet, başarı

Kaynakça

• Altun, S., & Erden, M. (2006). Öğrenmede motive edici stratejiler ölçeğinin geçerlik ve güvenirlik çalışması. Yeditepe Üniversitesi, Edu7, 2(1), 1-16. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271. Arias, J de la F. (2004). Recent perspectives in the study of motivation: Goal orientation theory. Electronic Journal of Research in Educational Psychology, 2(1), 35-62. Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18, 199–210. Garcia, T., & Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In D. H. Schunk, & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 127–153). Hillsdale, NJ: Lawrence Erlbaum Associates. Kaplan, A. (2008). Clarifying metacognition, self-regulation, and self-regulated learning: What’s the purpose? Educational Psychology Review, 20, 477-484. Lin, Y-G., McKeachie, W. J., & Kim, Y. C. (2003). College student intrinsic and/or extrinsic motivation and learning. Learning and Individual Differences, 13, 251-258. Linnenbrink, E. A. & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19, 119-137. McKeachie, W. J., Pintrich, P. R., & Lin, Y. G. (1985). Teaching learning strategies. Educational Psychology, 20, 153-160. McWhaw, K., & Abrami, P. C. (2001). Student goal orientation and interest: Effects on students’ use of self-regulated learning strategies. Contemporary Educational Psychology, 26, 311-329. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. Pajares, F., Miller, M. D., & Johnson, M. J. (1999). Gender differences in writing self-beliefs of elementary school students. Journal of Educational Psychology, 91, 50-61. Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom, In C. Ames, & M. L. Maehr (Eds.), Advances in motivation and achievement: Motivation-enhancing environments (pp.117-160). Greenwich, CT: JAI Press. Pintrich, P. R. (1994). Continuities and discontinuities: future directions for research in educational psychology. Educational Psychologist, 29, 37-148. Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470. Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25(1), 92−104. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In M. Maehr, & P. R. Pintrich (Eds.), Advances in motivation and achievement: Goals and self-regulatory processes (pp.371-402). Greenwich, CT: JAI Press. Pintrich, P. R., Smith, D., Garcia, T., & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). The University of Michigan, Ann Arbor, MI. Pintrich, P. R., & Schrauben, B. (1992). Students’ motivational beliefs and their cognitive engagement in classroom tasks. In D. H. Schunk, & J. Meece, (Eds.), Student perceptions in the classroom: Causes and consequences (pp.49-183). Hillsdale, NJ: Lawrence Erlbaum Associates. Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Predictive validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813. Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Merrill Prentice-Hall. Purdie, N., Hattie, J., and Douglas, G. (1996). Student conceptions of learning and their use of self-regulated learning strategies: A cross-cultural comparison. Journal of Educational Psychology, 88(1), 87-100. Riverio, J. M. S., Cabanach, R. G. & Arias, A. V. (2001). Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies. British Journal of Educational Psychology, 71, 561-572. Schunk, D.H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231. Seipp, B. (1991). Anxiety and academic performance: A meta-analysis of findings. Anxiety Research, 4, 27-41. Thorkildsen, T. A. & Nicholls, J. G. (1998). Fifth graders’ achievement orientations and beliefs: Individual and classroom differences. Journal of Educational Psychology, 90, 179-201. Wigfield, A., & Eccles, J. S. (1994). Children’s competence beliefs, achievement values, and general self-esteem change across elementary and middle school. Journal of Early Adolescence, 14. Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J. A., Freedman-Doan, C., & Blumenfeld, P. S. (1997). Change in children’s competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89, 451-469. Wolters, A., & Pintrich, P. (1998). Contextual differences in student motivation and self- regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26, 27-47. Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In B. J. Zimmerman, & D. H. Schunk, (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp.1-25). New York: Springer-Verlag. Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Schunk, & B.J. Zimmerman, (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp.3-21). Hillsdale, NJ: Lawrence Erlbaum Associates. Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59. Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp.1-19). New York: Guilford. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation: Theory, research, and applications (pp.13-39). San Diego, CA: Academic Press. Zusho, A., Pintrich, P. R., & Coppola, B. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25 (9), 1081-1094.