Examining Achievement Motivations of Secondary School Students According to Sociodemographic Characteristics

Öz

The purpose of this study is to determine the effect of achievement motivation of secondary school students according to their sociodemographic characteristics. The data required for the research were collected online between 22 May 2024 and 22 July 2024. The study group of the research consisted of secondary school students. Written informed consent was obtained from the parents who voluntarily participated in collecting research data. Online survey method, socio-demographic data collection form School Motivation Scale for Secondary School Students were used from 514 secondary school students living in Hakkari, Turkey, who were selected by convenience sampling method, one of the improbable sampling methods. SPSS 26.0 data analysis program was used in the statistical analysis of the data obtained in the study. The t test and One-way ANOVA test analyzed the data. Secondery school students included in the research; 51,4 % are boys and 48,6 % are girls. Sociodemographic variables such as age, gender and class status of secondary school students and school motivation scale sub-dimensions; There is a significant difference between school commitment dimension items, performance dimension items and goal dimension items (p <.05). It was concluded that sociodemographic characteristics of secondary school students have an impact on their motivation for success. In this context, it is important to know the effects of school commitment dimension, goal dimension and performance dimension in increasing student success and determining motivation levels.

Anahtar Kelimeler

• Children
• secondary school
• motivations
• sociodemographic characteristics

Examining Achievement Motivations of Secondary School Students According to Sociodemographic Characteristics

Öz

Bu çalışmanın amacı, ortaokul öğrencilerinin sosyodemografik özelliklerine göre başarı motivasyonlarına olan etkisini belirlemektir. Araştırma için gerekli veriler 22 Mayıs 2024 ile 22 Temmuz 2024 tarihleri arasında çevrimiçi olarak toplanmıştır. Araştırmanın çalışma grubunu ortaokul öğrencileri oluşturmuştur. Araştırma verilerinin toplanmasına gönüllü olarak katılan velilerden yazılı onam alınmıştır. Olasılıksız örnekleme yöntemlerinden kolayda örnekleme yöntemi ile seçilen Türkiye’nin Hakkari ilinde yaşayan 514 ortaokul öğrencisinden çevrimiçi anket yöntemi, sosyodemografik veri toplama formu, Ortaokul Öğrencileri İçin Okul Motivasyon Ölçeği kullanılmıştır. Çalışmada elde edilen verilerin istatistiksel analizinde SPSS 26.0 veri analiz programı kullanılmıştır. Verilerin analizinde t testi ve One-way ANOVA testi kullanılmıştır. Araştırmaya katılan ortaokul öğrencilerinin; %51,4’ü erkek, %48,6’sı kızdır. Ortaokul öğrencilerinin yaş, cinsiyet ve sınıf durumu gibi sosyodemografik değişkenler ile okul motivasyon ölçeği alt boyutları; Okul bağlılığı boyutu maddeleri, performans boyutu maddeleri ve hedef boyutu maddeleri arasında anlamlı bir fark vardır (p < 0,05). Ortaokul öğrencilerinin sosyodemografik özelliklerinin başarı motivasyonları üzerinde etkili olduğu sonucuna varılmıştır. Bu bağlamda, öğrenci başarısını artırmada ve motivasyon düzeylerini belirlemede okul bağlılığı boyutu, hedef boyutu ve performans boyutunun etkilerinin bilinmesi önemlidir.

Anahtar Kelimeler

• Çocuklar
• ortaokul
• motivasyonlar
• sosyodemografik özellikler

Kaynakça

1. Akinsanya, O. O., Ajayi, K. O., Salomi, M. O. (2011). Relative effects of parents’ occupation, qualification and academic motivation of wards on students’ achievement in senior secondary school mathematics in Ogun State. British Journal of Arts and Social Sciences, 3(2), 242-252.
2. Arda, L. (2016). Evaluation of the psychometric properties of the achievement-oriented motivation scale in secondary school 8th grade students and examination according to various variables. (Master's Thesis) Nişantaşı University, Institute of Social Sciences, Istanbul.
3. Berger, N., Archer, J. (2016). School socio-economic status and student socio-academic achievement goals in upper secondary contexts. Social Psychology of Education, 19, 175-194. https://doi.org/10.1007/s11218-015-9324-8
4. Costa, A., Faria, L. (2015). The impact of emotional intelligence on academic achievement: A longitudinal study in Portuguese secondary school. Learning and Individual Differences, 37, 38-47. https://doi.org/10.1016/j.lindif.2014.11.011.
5. Dania, P. O. (2014). Effect of gender on students academic achievement in secondary school social studies. Journal of Education and Practice, 5(21).
6. Demircan, Y. (2014). Examination of self-regulation strategies and motivational beliefs of 5th grade students according to their ın-class activity and academic achievement levels. Master's Thesis. Mersin University, Institute of Educational Sciences.
7. Ergin, A., Karataş, H. (2018). Achievement-Oriented motivation levels of university students, Hacettepe University Faculty of Education Journal, 33(4), 868-887. https://doi.org/10.16986/huje.2018036646.
8. Farooq, M. S., Chaudhry, A. H., Shafiq, M., Berhanu, G. (2011). Factors affecting students’ quality of academic performance: A case of secondary school level. Journal of Quality and Technology Management, 7(2), 1-14.

9. Fischer, F., Schult, J., Hell, B. (2013). Sex differences in secondary school success: why female students perform better. European Journal of Psychology of Education, 28, 529-543. https://doi.org/10.1007/s10212-012-0127-4.
10. Igbo, J. N., Onu, V. C., Obiyo, N. O. (2015). Impact of gender stereotype on secondary school students’ self-concept and academic achievement. Sage Open, 5(1), 2158244015573934. https://doi.org/10.1177/2158244015573934.
11. Kaynak, S., Özhan, M. B., Kan, A. (2017). School Motivation Scale Development Study for Secondary School Students. Electronic Turkish Studies, 12(4). http://dx.doi.org/10.7827/TurkishStudies.11336.
12. Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., de Boer, H. (2020). The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: A meta-analytic review. Research Papers in Education, 35(6), 641-680. https://doi.org/10.1080/02671522.2019.1615116.
13. Laidra, K., Pullmann, H., Allik, J. (2007). Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school. Personality and Individual Differences, 42(3), 441-451. https://doi.org/10.1016/j.paid.2006.08.001.
14. Ma, X., Klinger Don, A. (2000). Hierarchical Linear Modeling of Student and School Effects on Academic Achievement, Canadian Journal of Education 25(1), 41–55.
15. Olcay, A., Döş, İ. (2009). An Application to Identify the Factors That Negatively Affect Success in Secondary Education from the Student Dimension. Gaziantep University Journal of Social Sciences, 8(1), 131-155.
16. Oriol, X., Miranda, R., Oyanedel, J. C., Torres, J. (2017). The role of self-control and grit in domains of school success in students of primary and secondary school. Frontiers in Psychology, 8, 245245. https://doi.org/10.3389/fpsyg.2017.01716.
17. Oyshi, F. J., Suhi, S. S., Sultana, A., Jahan, N., Hossain, M. T. (2021). The academic achievement of secondary students in Bangladesh: Assessing the role of socioeconomic status, school attributes, and academic activities. Education Research International, (1), 5360672. https://doi.org/10.1155/2021/5360672.
18. Özcan D., Kaya, F.A. (2017). Determination of achievement-oriented motivations of gifted and non-gifted students, Kastamonu Education Journal, 25(6), 2357-2368.
19. Qualter, P., Gardner, K.J., Pope, D. J., Hutchinson, J. M., Whiteley, H.E. (2012). Ability emotional intelligence, trait emotional intelligence, and academic success in British secondary schools: A 5 year longitudinal study. Learning and Individual Differences, 22(1), 83-91. https://doi.org/10.1016/j.lindif.2011.11.007.
20. Seyis, S., Yazıcı H., Altun F. (2013). The relationship between secondary school students' motivation and emotional ıntelligence and academic achievement, National Education, 197, 53.
21. Spinath, B., Eckert, C., Steinmayr, R. (2014). Gender differences in school success: what are the roles of students’ intelligence, personality and motivation?. Educational Research, 56(2), 230-243. https://doi.org/10.1080/00131881.2014.898917.
22. Suna, H. E., Tanberkan, H., Gür, B., Perc, M., Özer, M. (2020). Socioeconomic status and school type as predictors of academic achievement. Journal of Economy Culture and Society, (61), 41-64. https://doi.org/10.26650/JECS2020-0034.
23. Wiederkehr, V., Darnon, C., Chazal, S., Guimond, S., Martinot, D. (2015). From social class to self-efficacy: Internalization of low social status pupils’ school performance. Social Psychology of Education, 18, 769-784. https://doi.org/10.1007/s11218-015-9308-8.