Ortaokul Öğrencilerinde Çok Boyutlu Akademik Motivasyonsuzluğun Akademik Performans Üzerinde Etkisi

İlhan Ilter

doi:10.17244/eku.991683

Ortaokul Öğrencilerinde Çok Boyutlu Akademik Motivasyonsuzluğun Akademik Performans Üzerinde Etkisi

Öz

Motivasyonsuzluk özerklik endişesi, düşük yeterlilik algısı veya bir görevi yerine getirmek için herhangi bir ilham ve enerji eksikliği ile karakterize edilir. Motivasyonsuz öğrenciler sınıfta pasif kalırlar, gerçek olmayan sınıf katılımı sergilerler veya derin katılım olmadan sadece etkinliğe devam ederler ve sınıf talimatlarına da bağlılık göstermezler. Türkiye’de ortaokul öğrencilerinin çeşitli motivasyonsuzluk türlerinin akademik başarılarını yordayıp yordamadığı hakkında çok az şey bilinmektedir. Bu kapsamda mevcut araştırma motivasyonsuzluğu çok boyutlu bir yapı olarak ortaokul öğrencilerinin akademik başarıları üzerinde etkisini test etmeyi amaçlamıştır. Araştırma, ilişkisel tarama deseninde yürütülmüştür. Araştırma Kahramanmaraş ilinde yer alan ortaokullarda öğrenim gören ve uygun örneklem tekniğiyle belirlenen 278 ortaokul 8. sınıf öğrencisi ile yürütülmüştür. Veriler dört farklı motivasyonsuzluk boyutundan oluşan (yetenek inançları, çaba inançları, göreve yüklenen değer, görevin özellikleri) Akademik Motivasyonsuzluk Ölçeği’nden elde edilmiştir. Motivasyonsuzluk boyutlarının akademik başarıyı ne düzeyde yordadığını belirlemek için çoklu doğrusal regresyon analizlerinden aşamalı regresyon analizi kullanılmıştır. Regresyon analizi sonuçları, motivasyonsuzluğun görevin özelikleri boyutunun akademik başarının anlamlı bir yordayıcısı olmadığını fakat çaba inançları, yetenek inançları ve göreve yüklenen değer boyutlarının akademik başarıyı negatif yönde yordadığını; her birinin ise akademik başarıdaki varyansı açıklamada anlamlı düzeyde katkılarının olduğunu göstermiştir. Bulgularda yordayıcı değişkenlerin akademik başarıyı yordamada farklı düzeylerde etkili olduğu ve birbirlerinin etkilerini de destekledikleri bulunmuştur. Bu araştırmanın sonuçları okul ortamında motivasyonsuzluğun çok boyutlu yapısının ortaokul öğrencilerinin başarıları üzerinde negatif etkisinin daha iyi anlaşılmasında ilgili alan yazına önemli katkılar sunmaktadır.

Anahtar Kelimeler

Kaynakça

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Ayrıntılar

Birincil Dil

Türkçe

Konular

Eğitim Üzerine Çalışmalar

Bölüm

Araştırma Makalesi

Yazarlar

İlhan Ilter ^*
0000-0002-1473-7172
Türkiye

Yayımlanma Tarihi

30 Aralık 2021

Gönderilme Tarihi

7 Eylül 2021

Kabul Tarihi

23 Ekim 2021

Yayımlandığı Sayı

Yıl 2021 Cilt: 17 Sayı: 2

DOI

https://doi.org/10.17244/eku.991683

IZ

https://izlik.org/JA62FR26XB

Kaynak Göster

RIS / Bibtex

APA

Ilter, İ. (2021). Ortaokul Öğrencilerinde Çok Boyutlu Akademik Motivasyonsuzluğun Akademik Performans Üzerinde Etkisi. Journal of Theory and Practice in Education, 17(2), 41-57. https://doi.org/10.17244/eku.991683

AMA

1.Ilter İ. Ortaokul Öğrencilerinde Çok Boyutlu Akademik Motivasyonsuzluğun Akademik Performans Üzerinde Etkisi. EKU. 2021;17(2):41-57. doi:10.17244/eku.991683

Chicago

Ilter, İlhan. 2021. “Ortaokul Öğrencilerinde Çok Boyutlu Akademik Motivasyonsuzluğun Akademik Performans Üzerinde Etkisi”. Journal of Theory and Practice in Education 17 (2): 41-57. https://doi.org/10.17244/eku.991683.

EndNote

Ilter İ (01 Aralık 2021) Ortaokul Öğrencilerinde Çok Boyutlu Akademik Motivasyonsuzluğun Akademik Performans Üzerinde Etkisi. Journal of Theory and Practice in Education 17 2 41–57.

IEEE

[1]İ. Ilter, “Ortaokul Öğrencilerinde Çok Boyutlu Akademik Motivasyonsuzluğun Akademik Performans Üzerinde Etkisi”, EKU, c. 17, sy 2, ss. 41–57, Ara. 2021, doi: 10.17244/eku.991683.

ISNAD

Ilter, İlhan. “Ortaokul Öğrencilerinde Çok Boyutlu Akademik Motivasyonsuzluğun Akademik Performans Üzerinde Etkisi”. Journal of Theory and Practice in Education 17/2 (01 Aralık 2021): 41-57. https://doi.org/10.17244/eku.991683.

JAMA

1.Ilter İ. Ortaokul Öğrencilerinde Çok Boyutlu Akademik Motivasyonsuzluğun Akademik Performans Üzerinde Etkisi. EKU. 2021;17:41–57.

MLA

Ilter, İlhan. “Ortaokul Öğrencilerinde Çok Boyutlu Akademik Motivasyonsuzluğun Akademik Performans Üzerinde Etkisi”. Journal of Theory and Practice in Education, c. 17, sy 2, Aralık 2021, ss. 41-57, doi:10.17244/eku.991683.

Vancouver

1.İlhan Ilter. Ortaokul Öğrencilerinde Çok Boyutlu Akademik Motivasyonsuzluğun Akademik Performans Üzerinde Etkisi. EKU. 01 Aralık 2021;17(2):41-57. doi:10.17244/eku.991683

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