Araştırma Makalesi
BibTex RIS Kaynak Göster

Akademik Güdülenme İle Üniversiteye Aidiyet Duygusu Arasındaki İlişki

Yıl 2023, Cilt: 6 Sayı: 2, 150 - 160, 20.06.2023
https://doi.org/10.32329/uad.1156530

Öz

Akademik güdülenme ve üniversiteye aidiyet, öğrencilerin eğitim yaşamını etkileyen, olumlu sosyal ve akademik sonuçları olan önemli etmenler olarak değerlendirilmektedir. Bu çalışmada, üniversiteye aidiyet duygusu bileşenlerinin (aidiyet, diğer öğrenciler ve öğretim üyeleri tarafından kabul edilme) farklı akademik güdülenme türleri (içsel güdülenme, dışsal güdülenme ve güdülenmenin olmaması) ile ilişkilerinin incelenmesi amaçlanmıştır. Araştırmaya 18 ile 22 yaşları arasındaki 390 üniversite öğrencisi katılmıştır. Öğrencilere Akademik Motivasyon Ölçeği ve Üniversiteye Aidiyet Ölçeği uygulanmıştır. Hiyerarşik regresyon analizleri, kız öğrencilerin akademik güdülenmelerinin erkek öğrencilere göre daha yüksek olduğunu ve yaş arttıkça dışsal güdülenmenin azaldığını göstermiştir. Aidiyetin akademik içsel ve dışsal güdülenmeyi pozitif, güdülenmenin olmamasını ise negatif yönde yordadığı bulunmuştur. Öğretim üyelerinin kendilerine ilgi ve saygı gösterdiğini hisseden öğrencilerin akademik dışsal güdülenme puanlarının daha yüksek olduğu belirlenmiştir. Güdülenmenin olmaması modeline öğrenciler tarafından kabul edilme negatif yönde katkıda bulunmuştur. Öz-Belirleme Kuramı çerçevesinde değerlendirilen araştırma sonuçları, destekleyici sosyal ve akademik ortamın üniversite eğitiminde önemli rol oynadığını göstermiştir.

Kaynakça

  • Ada, E. N., Karabekmez, S., Alp, H., & Pehlevan, Z. (2016). Beden eğitimi öğretmen adaylarının okudukları bölüme ilişkin aidiyet duygusunun farklı değişkenlere göre incelenmesi. Türkiye Klinikleri Spor Bilimleri Dergisi, 8(2), 57-65. https://doi. org/10.5336/sportsci.2015-48620
  • Alçı, M., & Tümkaya, S. (2019). Öğrencilerin algıladıkları ait olma ve öğretim elemanları mesleki yeterliliklerinin akademik motivasyonlarını yordama düzeyi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 28(2), 241-256.
  • Alkan, N. (2016). Psychological sense of university membership: An adaptation study of the PSSM Scale for Turkish university students. The Journal of Psychology, 150(4), 431-449. https://doi. org/10.1080/00223980.2015.1087373
  • Anderman, L. H., & Anderman, E. M. (1999). Social predictors of changes in students’ achievement goal orientations. Contemporary Educational Psychology, 24(1), 21-37. https://doi.org/10.1006/ceps.1998.0978
  • Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386. https://doi.org/10.1002/pits.20303.
  • Atkinson, J.W. (1964). An introduction to motivation. Van Nostrand.
  • Ayğar, B. B., & Kaya, A. (2017). Ortaokul öğrencilerinin okul aidiyet duygusu ile okul temelli yalnızlık arasındaki iİlişkide okul ikliminin aracılık rolü. E-Uluslararası Eğitim Araştırmaları Dergisi, 8(1), 14-27. https://doi.org/ 10.19160/5000201389
  • Battistich, V., Solomon, D., Kim, D., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students’ attitudes, motives, and performance: A multilevel analysis. American Educational Research Journal, 32(3), 627-658. https://doi.org/10.3102/00028312032003627
  • Baumeister, R., & Leary, M. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529. https://doi.org/10.1037/0033-2909.117.3.497
  • Brouse, C. H., Basch, C. E., LeBlanc, M., McKnight, K. R., & Lei, T. (2010). College students’ academic motivation: Differences by gender, class, and source of payment. College Quarterly, 13(1), 1-10.
  • Cheung, H. Y., & Hui, S. K. F. (2003). Mainland immigrant and Hong Kong local students’ psychological sense of school membership. Asia Pacific Educational Review, 4(1), 67-74. https://doi.org/10.1007/BF03025553
  • Christensen, L. J., & Menzel, K. E. (1998). The linear relationship between student reports of teacher immediacy behaviors and perceptions of state motivation, and of cognitive, affective, and behavioral learning. Communication Education, 47(1), 82-90. https://doi.org/10.1080/03634529809379112
  • Cohen, J. (1988). Statistical power analyses for the behavioral sciences. Hillsdale, N.J.: Erlbaum.
  • Cokley, K., Komarraju, M., Patel, N., Castillon, J., Rosales, R., Pickett, R. F., Piedrahita, S., Ravitch, J., & Pang, L. (2004). Construction and initial validation of the Student-Professor Interaction Scale. The College Student Affairs Journal, 24(1), 32-50.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self- determination in human behavior. New York: Plenum.
  • Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227‐268. https://doi.org/10.1207/S15327965PLI1104_01
  • Deci, E. L., Ryan, R. M., Gagne, M, Leone, D. R., Usunov, J., & Kornazheva, B. P. (2001). Need satisfaction, motivation and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Social Psychology Bulletin, 27(8), 930-942. https://doi.org/10.1177/0146167201278002
  • Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3 & 4), 325-346. https://doi.org/10.1080/00461520.1991.9653137
  • Faircloth, B. S., & Hamm, J. V. (2005). Sense of belonging among high school students representing 4 ethnic groups. Journal of Youth and Adolescence, 34(4), 293-309. https://doi.org/10.1007/s10964-005-5752-7
  • Fan, W., & Wolters, C. A. (2014). School motivation and high school dropout: The mediating role of educational expectation. British Journal of Educational Psychology, 84(1), 2239. https://doi.org/10.1111/bjep.12002
  • Field, A. (2009). Discovering statistics using SPSS. London: Sage Publications.
  • Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. Journal of Experimental Education, 75(3), 203-220. https://doi.org/10.3200/JEXE.75.3.203-220
  • Gillen-O’Neel, C., & Fuligni, A. (2013). A longitudinal study of school belonging and academic motivation across high school. Child Development, 84(2), 678-692. https://doi.org/10.1111/j.1467-8624.2012.01862.x
  • Goodenow, C. (1993a). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30(1), 79-90. https://doi.org/10.1002/1520-6807(199301)30:1<79::AID-PITS2310300113>3.0.CO;2-X
  • Goodenow, C. (1993b). Classroom belonging among early adolescent students: Relationships to motivation and achievement. The Journal of Early Adolescence, 13(1), 21-43. https://doi.org/10.1177/0272431693013001002
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. Journal of Experimental Education, 62(1), 60–71. https://doi.org/10.1080/00220973.1993.9943831
  • Hagborg, W. J. (1994). An exploration of school membership among middle- and high-school students. Journal of Psychoeducational Assessment, 12(4), 312-323. https://doi.org/10.1177/073428299401200401
  • Hair, J. F. Jr., Anderson, R. E., Tatham, R. L., & Black, W. C. (2010). Multivariate data analysis. Upper Saddle River, NJ: Pearson Prentice Hall.
  • Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17(3), 300-312. https://doi.org/10.1037/0012-1649.17.3.300
  • Heisserer, D., & Parrete, P. (2002). Advising at-risk students at college and university settings. College Student Journal, 36(1), 69-83.
  • Hurtado, S., & Carter, D. F. (1997). Effects of college transition and perceptions of campus racial climate on Latino college students’ sense of belonging. Sociology of Education, 70(4), 324-345. https://doi.org/10.2307/2673270
  • Inglewed, D., Markland, D., & Sheppard, K. (2004). Personality and self-determination of exercise behaviour. Personality and Individual Differences, 36(8), 1921-1932. https://doi.org/10.1016/j.paid.2003.08.021
  • Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76(3), 349-366. https://doi.org/10.1037/0022-3514.76.3.349
  • Karagüven, M. H. Ü. (2012). Akademik Motivasyon Ölçeğinin Türkçeye adaptasyonu. Kuram ve Uygulamada Eğitim Bilimleri, 12(4), 2599-2620.
  • Karasar, N. (2011). Bilimsel araştırma yöntemi. Ankara: Nobel Akademik Yayıncılık.
  • Kayiş, A. R., & Satıcı, S. A. (2019). Mediating role of school attachment on the relationship between shyness and academic motivation in adolescents. Inonu University Journal of the Faculty of Education, 20(2), 521-533. https://doi.org/ 10.17679/inuefd.461393
  • Komarraju, M., Musulkin, S., & Bhattacharya, G. (2010). Role of student-faculty interactions in developing college students' academic self-concept, motivation, and achievement. Journal of College Student Development, 51(3), 332-342. https://doi.org/10.1353/csd.0.0137
  • Kowal, J., & Fortier, M. S. (1999). Motivational determinants of flow: Contributions from self- determination theory, The Journal of Social Psychology, 139(3), 355-368. https://doi.org/10.1080/00224549909598391
  • Lefebvre, A., & Huta, V. (2021). Age and gender differences in eudaimonic, hedonic, and extrinsic motivations. Journal of Happiness Studies, 22(4), 2299-2321. https://doi.org/10.1007/s10902-020-00319-4
  • Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184-196. https://doi.org/10.1037/0022-0663.97.2.184
  • Maestas, R., Vaquera, G. S., & Zehr, L. M. (2007). Factors impacting sense of belonging at a Hispanic-serving institution. Journal of Higher Education, 6(3), 237-256. https://doi.org/10.1177/1538192707302801
  • Martin, A. J. (2005). Exploring the effects of a youth enrichment program on academic motivation and engagement. Social Psychology of Education, 8(2), 179-206. https://doi.org/10.1007/s11218-004-6487-0
  • Maslow, A. (1954). Motivation and personality. New York: Harper.
  • Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318
  • Noyens, D., Donche, V., Coertjens, L., van Daal, T., & Van Petegem, P. (2019). The directional links between students’ academic motivation and social integration during the first year of higher education. European Journal of Psychology of Education, 34(1), 67–86. https://doi.org/10.1007/s10212-017-0365-6
  • Ostrove J. M., & Long, S. M. (2007) Social class and belonging: Implications for college adjustment. The Review of Higher Education, 30(4), 363-389. https://doi.org/10.1353/rhe.2007.0028
  • Pittman, L. D., & Richmond, A. (2008) University belonging, friendship quality, and psychological adjustment during the transition to college. The Journal of Experimental Education, 76(4), 343-362. https://doi.org/ 10.3200/JEXE.76.4.343-362
  • Próspero, M., & Vohra-Gupta, S. (2007). First generation college students: Motivation, integration, and academic achievement. Community College Journal of Research and Practice, 31(12), 963-975. https://doi. org/10.1080/10668920600902051
  • Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261-288. https://doi.org/10.1037/0033-2909.130.2.261
  • Ryan, R. M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63(3), 397-427. https://doi.org/10.1111/j.1467-6494.1995.tb00501.x
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
  • Sarı, M. (2013). Lise öğrencilerinde okula aidiyet duygusu. Anadolu University Journal of Social Sciences, 13(1), 147-160. Sarı, M. (2015). Adaptation of the psychological sense of school membership scale to Turkish. Global Journal of Human-Social Science Research: G Linguistics & Education, 15(7), 59-64.
  • Slaten, C. D., Yough, M. S., Shemwell, D. A., Scalise, D. A., Elison, Z. M., & Hughes, H. A. (2014). Eat, sleep, breathe, study: Understanding what it means to belong at a university from the student perspective. Excellence in Higher Education, 5(1), 1-5. https://doi.org/10.5195/ehe.2014.117
  • Strayhorn, T. L. (2019). College students’ sense of belonging: A key to educational success for all students (2. Ed.). New York, NY: Routledge, Taylor & Francis.
  • Suhlmann, M., Sassenberg, K., Nagengast, B., & Trautwein, U. (2018). Belonging mediates effects of student-university fit on well-being, motivation, and dropout intention. Social Psychology, 49(1), 16-28. https://doi.org/10.1111/j.1467-8624.2012.01862.x
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston: Pearson/Allyn & Bacon.
  • Taşgın, A., & Coşkun, G. (2018). The Relationship between academic motivations and university students’ attitudes towards learning. International Journal of Instruction, 11(4), 935-950. https://doi.org/10.12973/iji.2018.11459a
  • Thompson, M. D. (2001). Informal student-faculty interaction: Its relationship to educational gains in science and mathematics among community college students. Community College Review, 29(1), 35-58.
  • Vallerand, R. J., Pelletier, L. G., Blais, M. R, Brière, N. M., Senécal, C., & Vallières, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017. https://doi.org/10.1177/0013164492052004025
  • Vecchione, M., Alessandri, G., Barbaranelli, C., & Capara, G. (2012). Gender differences in the Big Five personality development: A longitudinal investigation from late adolescence to emerging adulthood. Personality and Individual Differences, 53(6), 779-784. https://doi.org/10.1016/j.paid.2012.05.033
  • Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science , 331(6023), 1447-1451. https://doi.org/10.1126/science.1198364
  • Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193-202. https://doi.org/10.1016/j.cedpsych.2010.03.002

The Relationship Between Academic Motivation and Sense of University Belonging

Yıl 2023, Cilt: 6 Sayı: 2, 150 - 160, 20.06.2023
https://doi.org/10.32329/uad.1156530

Öz

Academic motivation and university belonging are considered as important factors that influence university students’ academic life, lead to positive social and academic outcomes. The aim of this study is to examine the relationships between components of sense of university belonging (belonging, acceptance by other students and faculty members) and types of academic motivation (intrinsic motivation, extrinsic motivation and amotivation). 390 university students between the ages of 18 and 22 participated in the study. Academic Motivation Scale and The Psychological Sense of School Membership Scale for University Students were administered to the students. Hierarchical regression analyses revealed that female students showed higher academic motivation compared to male students and amotivation decreased with age. Belonging was found to positively predict academic intrinsic and extrinsic motivations whereas it negatively predicted amotivation. The students, who felt respected and cared by faculty members, scored higher on academic extrinsic motivation. Acceptance by other students negatively contributed to the model of amotivation. The research results, discussed within the scope of Self-Determination Theory, show that supportive social and academic environment plays an important role in university education.

Kaynakça

  • Ada, E. N., Karabekmez, S., Alp, H., & Pehlevan, Z. (2016). Beden eğitimi öğretmen adaylarının okudukları bölüme ilişkin aidiyet duygusunun farklı değişkenlere göre incelenmesi. Türkiye Klinikleri Spor Bilimleri Dergisi, 8(2), 57-65. https://doi. org/10.5336/sportsci.2015-48620
  • Alçı, M., & Tümkaya, S. (2019). Öğrencilerin algıladıkları ait olma ve öğretim elemanları mesleki yeterliliklerinin akademik motivasyonlarını yordama düzeyi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 28(2), 241-256.
  • Alkan, N. (2016). Psychological sense of university membership: An adaptation study of the PSSM Scale for Turkish university students. The Journal of Psychology, 150(4), 431-449. https://doi. org/10.1080/00223980.2015.1087373
  • Anderman, L. H., & Anderman, E. M. (1999). Social predictors of changes in students’ achievement goal orientations. Contemporary Educational Psychology, 24(1), 21-37. https://doi.org/10.1006/ceps.1998.0978
  • Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386. https://doi.org/10.1002/pits.20303.
  • Atkinson, J.W. (1964). An introduction to motivation. Van Nostrand.
  • Ayğar, B. B., & Kaya, A. (2017). Ortaokul öğrencilerinin okul aidiyet duygusu ile okul temelli yalnızlık arasındaki iİlişkide okul ikliminin aracılık rolü. E-Uluslararası Eğitim Araştırmaları Dergisi, 8(1), 14-27. https://doi.org/ 10.19160/5000201389
  • Battistich, V., Solomon, D., Kim, D., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students’ attitudes, motives, and performance: A multilevel analysis. American Educational Research Journal, 32(3), 627-658. https://doi.org/10.3102/00028312032003627
  • Baumeister, R., & Leary, M. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529. https://doi.org/10.1037/0033-2909.117.3.497
  • Brouse, C. H., Basch, C. E., LeBlanc, M., McKnight, K. R., & Lei, T. (2010). College students’ academic motivation: Differences by gender, class, and source of payment. College Quarterly, 13(1), 1-10.
  • Cheung, H. Y., & Hui, S. K. F. (2003). Mainland immigrant and Hong Kong local students’ psychological sense of school membership. Asia Pacific Educational Review, 4(1), 67-74. https://doi.org/10.1007/BF03025553
  • Christensen, L. J., & Menzel, K. E. (1998). The linear relationship between student reports of teacher immediacy behaviors and perceptions of state motivation, and of cognitive, affective, and behavioral learning. Communication Education, 47(1), 82-90. https://doi.org/10.1080/03634529809379112
  • Cohen, J. (1988). Statistical power analyses for the behavioral sciences. Hillsdale, N.J.: Erlbaum.
  • Cokley, K., Komarraju, M., Patel, N., Castillon, J., Rosales, R., Pickett, R. F., Piedrahita, S., Ravitch, J., & Pang, L. (2004). Construction and initial validation of the Student-Professor Interaction Scale. The College Student Affairs Journal, 24(1), 32-50.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self- determination in human behavior. New York: Plenum.
  • Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227‐268. https://doi.org/10.1207/S15327965PLI1104_01
  • Deci, E. L., Ryan, R. M., Gagne, M, Leone, D. R., Usunov, J., & Kornazheva, B. P. (2001). Need satisfaction, motivation and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Social Psychology Bulletin, 27(8), 930-942. https://doi.org/10.1177/0146167201278002
  • Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3 & 4), 325-346. https://doi.org/10.1080/00461520.1991.9653137
  • Faircloth, B. S., & Hamm, J. V. (2005). Sense of belonging among high school students representing 4 ethnic groups. Journal of Youth and Adolescence, 34(4), 293-309. https://doi.org/10.1007/s10964-005-5752-7
  • Fan, W., & Wolters, C. A. (2014). School motivation and high school dropout: The mediating role of educational expectation. British Journal of Educational Psychology, 84(1), 2239. https://doi.org/10.1111/bjep.12002
  • Field, A. (2009). Discovering statistics using SPSS. London: Sage Publications.
  • Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. Journal of Experimental Education, 75(3), 203-220. https://doi.org/10.3200/JEXE.75.3.203-220
  • Gillen-O’Neel, C., & Fuligni, A. (2013). A longitudinal study of school belonging and academic motivation across high school. Child Development, 84(2), 678-692. https://doi.org/10.1111/j.1467-8624.2012.01862.x
  • Goodenow, C. (1993a). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30(1), 79-90. https://doi.org/10.1002/1520-6807(199301)30:1<79::AID-PITS2310300113>3.0.CO;2-X
  • Goodenow, C. (1993b). Classroom belonging among early adolescent students: Relationships to motivation and achievement. The Journal of Early Adolescence, 13(1), 21-43. https://doi.org/10.1177/0272431693013001002
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. Journal of Experimental Education, 62(1), 60–71. https://doi.org/10.1080/00220973.1993.9943831
  • Hagborg, W. J. (1994). An exploration of school membership among middle- and high-school students. Journal of Psychoeducational Assessment, 12(4), 312-323. https://doi.org/10.1177/073428299401200401
  • Hair, J. F. Jr., Anderson, R. E., Tatham, R. L., & Black, W. C. (2010). Multivariate data analysis. Upper Saddle River, NJ: Pearson Prentice Hall.
  • Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17(3), 300-312. https://doi.org/10.1037/0012-1649.17.3.300
  • Heisserer, D., & Parrete, P. (2002). Advising at-risk students at college and university settings. College Student Journal, 36(1), 69-83.
  • Hurtado, S., & Carter, D. F. (1997). Effects of college transition and perceptions of campus racial climate on Latino college students’ sense of belonging. Sociology of Education, 70(4), 324-345. https://doi.org/10.2307/2673270
  • Inglewed, D., Markland, D., & Sheppard, K. (2004). Personality and self-determination of exercise behaviour. Personality and Individual Differences, 36(8), 1921-1932. https://doi.org/10.1016/j.paid.2003.08.021
  • Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76(3), 349-366. https://doi.org/10.1037/0022-3514.76.3.349
  • Karagüven, M. H. Ü. (2012). Akademik Motivasyon Ölçeğinin Türkçeye adaptasyonu. Kuram ve Uygulamada Eğitim Bilimleri, 12(4), 2599-2620.
  • Karasar, N. (2011). Bilimsel araştırma yöntemi. Ankara: Nobel Akademik Yayıncılık.
  • Kayiş, A. R., & Satıcı, S. A. (2019). Mediating role of school attachment on the relationship between shyness and academic motivation in adolescents. Inonu University Journal of the Faculty of Education, 20(2), 521-533. https://doi.org/ 10.17679/inuefd.461393
  • Komarraju, M., Musulkin, S., & Bhattacharya, G. (2010). Role of student-faculty interactions in developing college students' academic self-concept, motivation, and achievement. Journal of College Student Development, 51(3), 332-342. https://doi.org/10.1353/csd.0.0137
  • Kowal, J., & Fortier, M. S. (1999). Motivational determinants of flow: Contributions from self- determination theory, The Journal of Social Psychology, 139(3), 355-368. https://doi.org/10.1080/00224549909598391
  • Lefebvre, A., & Huta, V. (2021). Age and gender differences in eudaimonic, hedonic, and extrinsic motivations. Journal of Happiness Studies, 22(4), 2299-2321. https://doi.org/10.1007/s10902-020-00319-4
  • Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184-196. https://doi.org/10.1037/0022-0663.97.2.184
  • Maestas, R., Vaquera, G. S., & Zehr, L. M. (2007). Factors impacting sense of belonging at a Hispanic-serving institution. Journal of Higher Education, 6(3), 237-256. https://doi.org/10.1177/1538192707302801
  • Martin, A. J. (2005). Exploring the effects of a youth enrichment program on academic motivation and engagement. Social Psychology of Education, 8(2), 179-206. https://doi.org/10.1007/s11218-004-6487-0
  • Maslow, A. (1954). Motivation and personality. New York: Harper.
  • Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318
  • Noyens, D., Donche, V., Coertjens, L., van Daal, T., & Van Petegem, P. (2019). The directional links between students’ academic motivation and social integration during the first year of higher education. European Journal of Psychology of Education, 34(1), 67–86. https://doi.org/10.1007/s10212-017-0365-6
  • Ostrove J. M., & Long, S. M. (2007) Social class and belonging: Implications for college adjustment. The Review of Higher Education, 30(4), 363-389. https://doi.org/10.1353/rhe.2007.0028
  • Pittman, L. D., & Richmond, A. (2008) University belonging, friendship quality, and psychological adjustment during the transition to college. The Journal of Experimental Education, 76(4), 343-362. https://doi.org/ 10.3200/JEXE.76.4.343-362
  • Próspero, M., & Vohra-Gupta, S. (2007). First generation college students: Motivation, integration, and academic achievement. Community College Journal of Research and Practice, 31(12), 963-975. https://doi. org/10.1080/10668920600902051
  • Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261-288. https://doi.org/10.1037/0033-2909.130.2.261
  • Ryan, R. M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63(3), 397-427. https://doi.org/10.1111/j.1467-6494.1995.tb00501.x
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
  • Sarı, M. (2013). Lise öğrencilerinde okula aidiyet duygusu. Anadolu University Journal of Social Sciences, 13(1), 147-160. Sarı, M. (2015). Adaptation of the psychological sense of school membership scale to Turkish. Global Journal of Human-Social Science Research: G Linguistics & Education, 15(7), 59-64.
  • Slaten, C. D., Yough, M. S., Shemwell, D. A., Scalise, D. A., Elison, Z. M., & Hughes, H. A. (2014). Eat, sleep, breathe, study: Understanding what it means to belong at a university from the student perspective. Excellence in Higher Education, 5(1), 1-5. https://doi.org/10.5195/ehe.2014.117
  • Strayhorn, T. L. (2019). College students’ sense of belonging: A key to educational success for all students (2. Ed.). New York, NY: Routledge, Taylor & Francis.
  • Suhlmann, M., Sassenberg, K., Nagengast, B., & Trautwein, U. (2018). Belonging mediates effects of student-university fit on well-being, motivation, and dropout intention. Social Psychology, 49(1), 16-28. https://doi.org/10.1111/j.1467-8624.2012.01862.x
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston: Pearson/Allyn & Bacon.
  • Taşgın, A., & Coşkun, G. (2018). The Relationship between academic motivations and university students’ attitudes towards learning. International Journal of Instruction, 11(4), 935-950. https://doi.org/10.12973/iji.2018.11459a
  • Thompson, M. D. (2001). Informal student-faculty interaction: Its relationship to educational gains in science and mathematics among community college students. Community College Review, 29(1), 35-58.
  • Vallerand, R. J., Pelletier, L. G., Blais, M. R, Brière, N. M., Senécal, C., & Vallières, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017. https://doi.org/10.1177/0013164492052004025
  • Vecchione, M., Alessandri, G., Barbaranelli, C., & Capara, G. (2012). Gender differences in the Big Five personality development: A longitudinal investigation from late adolescence to emerging adulthood. Personality and Individual Differences, 53(6), 779-784. https://doi.org/10.1016/j.paid.2012.05.033
  • Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science , 331(6023), 1447-1451. https://doi.org/10.1126/science.1198364
  • Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193-202. https://doi.org/10.1016/j.cedpsych.2010.03.002
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Petek Akman Özdemir 0000-0001-7797-0353

Yayımlanma Tarihi 20 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 6 Sayı: 2

Kaynak Göster

APA Akman Özdemir, P. (2023). Akademik Güdülenme İle Üniversiteye Aidiyet Duygusu Arasındaki İlişki. Journal of University Research, 6(2), 150-160. https://doi.org/10.32329/uad.1156530

Articles published in the Journal of University Research (Üniversite Araştırmaları Dergisi - ÜAD) are licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) License 32353.