The Role of Motivation in Self Regulation Skills in Eighth Grade Students’ Science Classess

Yıl 2015, , 1 - 29, 23.07.2015

Cemal Tosun , Ali Rıza Şekerci

https://doi.org/10.17556/jef.97746

Cited By: 1

Öz

The aim of this study is the adaptation of “Motivation and Self-Regulation Scale” developed by Velayutham, Aldridge, and Fraser (2011) into Turkish. The secondary aim is to determine the relationship between the predictive power of the motivation levels of 8^th grade students and their self-regulatory skills in science classes. The research was conducted through the survey method. 1128 students of eighth grade from 14 different schools participated in the study to conduct the validation and reliability of the scale. In addition, data were collected from 1484 students from 14 different schools to determine the relationship among the motivation levels, self-regulation strategies and levels of success in science classes of eighth grade students were by the “Motivation and Self-Regulation” scale adapted into Turkish. The English form of 32 items in 4 sub-dimensions of the “Motivation and Self-regulation Scale” developed by Velayutham, Aldridge and Fraser (2011) was used as a means of data collection in the research. Moreover, English-Turkish Compliance Scaling Form and Turkish Understandability Scaling Form were used. Data were analyzed by exploratory and confirmatory factor analysis, Mann Whitney U test and multiple regression analysis. As a result, “Motivation and Self-Regulation Scale” developed by Velayutham, Aldridge and Fraser (2011) as 32 items was adapted into Turkish. The applicability and reliability studies were conducted, and it was found that 25 items of the scale was applicable to and reliable for Turkey in cultural terms. The study revealed that learning goals, task value and self-efficacy besides self-regulation variable, which are the sub-dimensions of motivation had a significant correlation with the student’s success. Moreover, learning goals, task value and self-efficacy, which are the sub-dimensions of motivation, were found to be significantly correlated to the level of self-regulatory skills.

Anahtar Kelimeler

Learning goal, motivation, self-efficacy, self regulation, task value.

Sekizinci Sınıf Öğrencilerinin Fen Derslerine Karşı Öz Düzenleme Becerilerinde Motivasyonun Rolü

Öz

Bu çalışmanın amacı Velayutham, Aldridge ve Fraser (2011) tarafından geliştirilen “Motivasyon ve Öz-Düzenleme Ölçeği”nin Türkçeye uyarlanmasıdır. Diğer amacı ise 8. sınıf öğrencilerinin fen bilimleri dersine karşı motivasyon düzeylerinin öz-düzenleme becerilerini yordama gücü arasındaki ilişkiyi belirlemektir. Araştırma tarama (survey) yöntemi kullanılarak yürütülmüştür. Ölçeğin geçerlik ve güvenirlik çalışmasını yapmak üzere 14 farklı okuldan toplam 1128 sekizinci sınıf öğrenci çalışmaya katılmıştır. Ayrıca Türkçeye uyarlanan “Motivasyon ve ÖzDüzenleme” ölçeğiyle sekizinci sınıf öğrencilerinin fen bilimleri derslerine karşı motivasyon düzeyleri, öz düzenleme stratejileri ve fen başarıları arasındaki ilişkiyi belirlemek amacıyla 14 farklı okuldan toplam 1484 öğrenciden veri toplanmıştır. Verilerin analizinde açımlayıcı ve doğrulayıcı faktör analizi, Mann Whitney U testi ve çoklu regresyon analizi yapılmıştır. Sonuç olarak Velayutham, Aldridge ve Fraser (2011) tarafından 32 madde olarak geliştirilen “Motivasyon ve Öz-Düzenleme Ölçeği” Türkçeye uyarlanarak geçerlik ve güvenirlik çalışması yapılmış, ölçeğin 25 maddelik halinin kültürel açıdan Türkiye’de kullanılabilecek geçerli ve güvenilir bir ölçek olduğu belirlenmiştir. Çalışmada motivasyonun alt boyutları olan öğrenme amaçları, görev değeri ve öz-yeterlik ile öz-düzenleme değişkenleri birlikte, öğrenci başarısı ile anlamlı bir ilişki içinde olduğu tespit edilmiştir. Ayrıca motivasyonun alt boyutları olan öğrenme amaçları, görev değeri ve öz-yeterlikle birlikte, özdüzenleme beceri düzeyleri ile anlamlı bir ilişki içinde olduğu da belirlenmiştir

Anahtar Kelimeler

Görev değeri, motivasyon, öğrenme amaçları, özdüzenleme, öz-yeterlik

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