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Examine of Secondary School Students' Motivation Sources towards Social Studies Course

Yıl 2019, Sayı: 36, 38 - 49, 08.01.2020

Öz

The purpose of this study is to reveal the motivation sources of secondary school students about social studies course. The study has been conducted in line with basic qualitative research which is one of the qualitative research methods. The participants' motivation sources for social studies course were tried to be determined with open-ended questions like “If you had a choice about whether to take social studies course or not, would you prefer not to take it or would you still want to take it? Why?” 87 students attending 5th, 6th and 7th grades from state secondary schools in Istanbul and Muş cities at Turkey participated in the study. In the analysis of data, descriptive analysis technique was used. As a result of the study, it was determined that secondary school students emphasized the intrinsic value more than the extrinsic value (or utility value) and the attainment value (or importance) among the positive motivation sources for social studies course. In addition, negative motivation sources of the students were reached, psychological / emotional cost, task effort cost and loss of valued alternatives cost negatively affected students' motivation about social studies course, and psychological / emotional cost views were more dominant than others.

Kaynakça

  • Abuhamdeh, S., & Csikszentmihalyi, M. (2009). Intrinsic and extrinsic motivational orientations in the competitive context: An examination of person–situation interactions. Journal of Personality, 77(5), 1615-1635.
  • Ağbuğa, B. (2011). Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students. Eğitim ve Bilim, 36(160), 24-37.
  • Alderman, M. K. (2004). Motivation for achievement: Possibilities for teaching and learning (2. Baskı). Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Amabile, T. M. (1985). Motivation and creativity: Effects of motivational orientation on creative writers. Journal of Personality and Social Psychology, 48(2), 393-399.
  • Anderman, E. M., & Dawson, H. (2011). Learning with motivation. R. E. Mayer & P. A. Alexander (Ed.) içinde, Handbook of research on learning and instruction (ss. 219-241). New York, NY: Routledge.
  • Anderman, E. M., & Wolters, C. A. (2006). Goals, values, and affect: Influences on motivation. P. A. Alexander & P. H.Winne (Ed.) içinde, Handbook of educational psychology (ss. 369–389). Mahwah, NJ: Erlbaum.
  • Andersen, L., & Ward, T. J. (2014). Expectancy‐value models for the STEM persistence plans of ninth‐grade, high‐ability students: A comparison between black, Hispanic, and white students. Science Education, 98(2), 216-242.
  • Barron, K. E., & Hulleman, C. S. (2015). The expectancy-value-cost model of motivation. J. D. Wright (Ed.) içinde, International encyclopedia of the social and behavioral sciences (ss. 503-509). Oxford: Elsevier.
  • Battle, A., & Wigfield, A. (2003). College women’s value orientations toward family, career, and graduate school. Journal of Vocational Behavior, 62(1), 56-75.
  • Chang, Y. (2016). The role of ınstructional relevance and teacher competence support in student motivation and achievement in high school math classrooms. (Yayımlanmamış doktora tezi). Ohio State University, USA.
  • Chen, A., & Liu, X. (2009). Task values, cost, and choice decisions in college physical education. Journal of Teaching in Physical Education, 28(2), 192-213.
  • Chouinard, R., Karsenti, T., & Roy, N. (2007). Relations among competence beliefs, utility value, achievement goals, and effort in mathematics. British Journal of Educational Psychology, 77(3), 501-517.
  • Dietrich, J., Viljaranta, J., Moeller, J., & Kracke, B. (2017). Situational expectancies and task values: Associations with students' effort. Learning and Instruction, 47, 53-64.
  • Ding, H., Sun, H., & Chen, A. (2013). Impact of expectancy-value and situational interest motivation specificity on physical education outcomes. Journal of Teaching in Physical Education, 32(3), 253-256.
  • Eccles, J. S. (2005a). Studying gender and ethnic differences in participation in math, physical science, and information technology. New Directions for Child and Adolescent Development, 110, 7-14.
  • Eccles, J. S. (2005b). Subjective task value and the Eccles et al. model of achievement-related choices. A. J. Elliot & C. S. Dweck (Ed.) içinde, Handbook of competence and motivation (ss. 105-121). New York: Guilford Press.
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132.
  • Elliott, J. G., Hufton, N. R., Willis, W., & Illushin, L. (2005). Motivation, engagement and educational performance: International perspectives on the contexts for learning. London: Palgrave McMillan.
  • Fielding-Wells, J., O'Brien, M., & Makar, K. (2017). Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics. Mathematics Education Research Journal, 29(2), 237-254.
  • Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232-244.
  • Fredricks, J. A., & Eccles, J. S. (2002). Children's competence and value beliefs from childhood through adolescence: growth trajectories in two male-sex-typed domains. Developmental Psychology, 38(4), 519.
  • Gao, Z. (2008). College students' motivation toward weight training: A combined perspective. Journal of Sport Behavior, 31(1), 22-43.
  • Gao, Z., & Xiang, P. (2008). College students’ motivation toward weight training: An application of expectancy-value model. Journal of Teaching in Physical Education, 27(1), 399-415.
  • Gaspard, H., Dicke, A. L., Flunger, B., Brisson, B. M., Häfner, I., Nagengast, B., & Trautwein, U. (2015a). Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology, 51(9), 1226-1240.
  • Gaspard, H., Dicke, A. L., Flunger, B., Häfner, I., Brisson, B. M., Trautwein, U., & Nagengast, B. (2016). Side effects of motivational interventions? Effects of an intervention in math classrooms on motivation in verbal domains. AERA Open, 2(2), 1-14.
  • Gaspard, H., Dicke, A.L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015b). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107(3), 663-677.
  • Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84.
  • Gaspard, H., Wigfield, A., Jiang, Y., Nagengast, B., Trautwein, U., & Marsh, H. W. (2018). Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains. Contemporary Educational Psychology, 52, 1-14.
  • Gorges, J., & Kandler, C. (2012). Adults' learning motivation: Expectancy of success, value, and the role of affective memories. Learning and Individual Differences, 22(5), 610-617.
  • Guo, J., Nagengast, B., Marsh, H. W., Kelava, A., Gaspard, H., Brandt, H., Cambria, J., Flunger, B., Dicke, A.-L., Häfner, I., Brisson, B., & Trautwein, U. (2016). Probing the unique contributions of self-concept, task values, and their interactions using multiple value facets and multiple academic outcomes. AERA Open, 2(1), 1-20.
  • Hartnett, M. (2016). Motivation in online education. Singapore: Springer.
  • Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self‐competence and values: Gender and domain differences across grades one through twelve. Child Development, 73(2), 509-527.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • Moreno, R. (2010). Educational Psychology. United States: Wiley.
  • Ormrod, J. E. (2012). Human learning (6. Baskı). Upper Saddle River, NJ: Pearson Education.
  • Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24(2), 124-139.
  • Parsons, J. E., Adler, T., & Meece, J. L. (1984). Sex differences in achievement: A test of alternate theories. Journal of Personality and Social Psychology, 46(1), 26-43.
  • Perez, T., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology, 106(1), 315-329.
  • Pintrich, P. R. (2003). Motivation and classroom learning. W. M. Reynolds & G. E. Miller (Ed.) içinde, Handbook of psychology: Educational Psychology (ss. 103-122). New York: Wiley.
  • Plante, I., O’Keefe, P. A., & Théorêt, M. (2013). The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions. Motivation and Emotion, 37(1), 65-78.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
  • Schunk, D. H. (2012). Learning theories: An educational Perspective (6. Baskı). Boston: Pearson.
  • Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70-83.
  • Sun, H., Ding, H., & Chen, A. (2013). Nothing but being there matters: Expectancy-value motivation between US and Chinese middle school students. International Education, 42(2), 7-20.
  • Sun, S., Vancouver, J. B., & Weinhardt, J. M. (2014). Goal choices and planning: Distinct expectancy and value effects in two goal processes. Organizational Behavior and Human Decision Processes, 125(2), 220-233.
  • Trautwein, U., Marsh, H. W., Nagengast, B., Ludtke, O., Nagy, G., & Jonkmann, K. (2012). Probing for the multiplicative term in modern expectancy-value theory: A latent interaction modeling study. Journal of Educational Psychology, 104(3), 763-777.
  • Tünkler, V., & Yurt, E. (2016). Ortaokul öğrencilerinin sosyal bilgiler ders başarıları, yeterlik beklentileri, görev değeri ve görev zorluğu algıları arasındaki ilişkilerin yapısal eşitlik modeli ile incelenmesi. V. Uluslararası Sosyal Bilgiler Eğitimi Sempozyumu. Pamukkale Üniversitesi, Denizli.
  • Tünkler, V. (2018). İlköğretim öğrencilerinin sosyal bilgiler dersine yönelik yeterlik beklentileri ve değer algılarının incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. http://www.efdergi.hacettepe.edu.tr/upload/files/2886-published.pdf. Erişim tarihi: 15.11.2018
  • Uyulgan, M. A., & Akkuzu, N. (2017). Ortaöğretim öğrencilerinin akademik başarılarını yordayan kişisel faktörler üzerine bir araştırma. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 6(3), 1211-1226.
  • Viau, R. (2015). Okulda motivasyon: Okulda güdüleme ve güdülenmeyi öğrenme (Çeviren: Y. Budak). Ankara: Anı Yayıncılık.
  • Viljaranta, J., Lazarides, R., Aunola, K., Räikkönen, E., & Nurmi, J. E. (2015). The different role of mothers' and fathers' beliefs in the development of adolescents' mathematics and literacy task values. International Journal of Gender, Science and Technology, 7(2), 297-317.
  • Watt, H. M., Shapka, J. D., Morris, Z. A., Durik, A. M., Keating, D. P., & Eccles, J. S. (2012). Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: A comparison of samples from Australia, Canada, and the United States. Developmental Psychology, 48(6), 1-19.
  • Watkinson, E. J., Dwyer, S. A., & Nielsen, A. B. (2005). Children theorize about reasons for recess engagement: Does expectancy-value theory apply. Adapted Physical Activity Quarterly, 22(2), 179-197.
  • Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), 49-78.
  • Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1-35.
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Ortaokul Öğrencilerinin Sosyal Bilgiler Dersine Yönelik Motivasyon Kaynaklarının İncelenmesi

Yıl 2019, Sayı: 36, 38 - 49, 08.01.2020

Öz

Bu araştırmanın amacı, ortaokul öğrencilerinin sosyal bilgiler dersine yönelik motivasyon kaynaklarını ortaya koymaktır. Araştırmada, nitel araştırma yöntemlerinden temel nitel araştırma kullanılmıştır. Katılımcıların sosyal bilgiler dersine yönelik motivasyon kaynakları “Sosyal bilgiler dersini alıp almama konusunda bir seçeneğiniz olsaydı, onu almamayı mı tercih ederdiniz yoksa hâlâ almak ister miydiniz? Neden?” şeklinde açık uçlu bir soru ile belirlenmeye çalışılmıştır. Araştırmaya, Türkiye’de İstanbul ili ile Muş ilindeki bir devlet ortaokulunda 5., 6. ve 7. sınıflarda öğrenim gören 87 öğrenci katılmıştır. Verilerin analizinde betimsel analiz tekniğine başvurulmuştur. Araştırma sonucunda, ortaokul öğrencilerinin sosyal bilgiler dersine yönelik olumlu motivasyon kaynakları arasında içsel değeri dışsal değer ile önem değere göre daha fazla ön plana çıkardıkları belirlenmiştir. Bununla birlikte öğrencilerin olumsuz motivasyon kaynaklarına ulaşılmış, bu kapsamda psikolojik/duygusal maliyet, görevle ilgili çaba maliyeti ve değerli alternatiflerin kaybının öğrencilerin sosyal bilgiler dersi ile ilgili motivasyonlarını olumsuz şekilde etkilediği, psikolojik/duygusal maliyete ilişkin görüşlerin diğerlerine göre daha baskın olduğu saptanmıştır.

Kaynakça

  • Abuhamdeh, S., & Csikszentmihalyi, M. (2009). Intrinsic and extrinsic motivational orientations in the competitive context: An examination of person–situation interactions. Journal of Personality, 77(5), 1615-1635.
  • Ağbuğa, B. (2011). Expectancy-value model of achievement choice and self-reported disruptive behaviors of elementary school students. Eğitim ve Bilim, 36(160), 24-37.
  • Alderman, M. K. (2004). Motivation for achievement: Possibilities for teaching and learning (2. Baskı). Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Amabile, T. M. (1985). Motivation and creativity: Effects of motivational orientation on creative writers. Journal of Personality and Social Psychology, 48(2), 393-399.
  • Anderman, E. M., & Dawson, H. (2011). Learning with motivation. R. E. Mayer & P. A. Alexander (Ed.) içinde, Handbook of research on learning and instruction (ss. 219-241). New York, NY: Routledge.
  • Anderman, E. M., & Wolters, C. A. (2006). Goals, values, and affect: Influences on motivation. P. A. Alexander & P. H.Winne (Ed.) içinde, Handbook of educational psychology (ss. 369–389). Mahwah, NJ: Erlbaum.
  • Andersen, L., & Ward, T. J. (2014). Expectancy‐value models for the STEM persistence plans of ninth‐grade, high‐ability students: A comparison between black, Hispanic, and white students. Science Education, 98(2), 216-242.
  • Barron, K. E., & Hulleman, C. S. (2015). The expectancy-value-cost model of motivation. J. D. Wright (Ed.) içinde, International encyclopedia of the social and behavioral sciences (ss. 503-509). Oxford: Elsevier.
  • Battle, A., & Wigfield, A. (2003). College women’s value orientations toward family, career, and graduate school. Journal of Vocational Behavior, 62(1), 56-75.
  • Chang, Y. (2016). The role of ınstructional relevance and teacher competence support in student motivation and achievement in high school math classrooms. (Yayımlanmamış doktora tezi). Ohio State University, USA.
  • Chen, A., & Liu, X. (2009). Task values, cost, and choice decisions in college physical education. Journal of Teaching in Physical Education, 28(2), 192-213.
  • Chouinard, R., Karsenti, T., & Roy, N. (2007). Relations among competence beliefs, utility value, achievement goals, and effort in mathematics. British Journal of Educational Psychology, 77(3), 501-517.
  • Dietrich, J., Viljaranta, J., Moeller, J., & Kracke, B. (2017). Situational expectancies and task values: Associations with students' effort. Learning and Instruction, 47, 53-64.
  • Ding, H., Sun, H., & Chen, A. (2013). Impact of expectancy-value and situational interest motivation specificity on physical education outcomes. Journal of Teaching in Physical Education, 32(3), 253-256.
  • Eccles, J. S. (2005a). Studying gender and ethnic differences in participation in math, physical science, and information technology. New Directions for Child and Adolescent Development, 110, 7-14.
  • Eccles, J. S. (2005b). Subjective task value and the Eccles et al. model of achievement-related choices. A. J. Elliot & C. S. Dweck (Ed.) içinde, Handbook of competence and motivation (ss. 105-121). New York: Guilford Press.
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132.
  • Elliott, J. G., Hufton, N. R., Willis, W., & Illushin, L. (2005). Motivation, engagement and educational performance: International perspectives on the contexts for learning. London: Palgrave McMillan.
  • Fielding-Wells, J., O'Brien, M., & Makar, K. (2017). Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics. Mathematics Education Research Journal, 29(2), 237-254.
  • Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232-244.
  • Fredricks, J. A., & Eccles, J. S. (2002). Children's competence and value beliefs from childhood through adolescence: growth trajectories in two male-sex-typed domains. Developmental Psychology, 38(4), 519.
  • Gao, Z. (2008). College students' motivation toward weight training: A combined perspective. Journal of Sport Behavior, 31(1), 22-43.
  • Gao, Z., & Xiang, P. (2008). College students’ motivation toward weight training: An application of expectancy-value model. Journal of Teaching in Physical Education, 27(1), 399-415.
  • Gaspard, H., Dicke, A. L., Flunger, B., Brisson, B. M., Häfner, I., Nagengast, B., & Trautwein, U. (2015a). Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology, 51(9), 1226-1240.
  • Gaspard, H., Dicke, A. L., Flunger, B., Häfner, I., Brisson, B. M., Trautwein, U., & Nagengast, B. (2016). Side effects of motivational interventions? Effects of an intervention in math classrooms on motivation in verbal domains. AERA Open, 2(2), 1-14.
  • Gaspard, H., Dicke, A.L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015b). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107(3), 663-677.
  • Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U., & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84.
  • Gaspard, H., Wigfield, A., Jiang, Y., Nagengast, B., Trautwein, U., & Marsh, H. W. (2018). Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains. Contemporary Educational Psychology, 52, 1-14.
  • Gorges, J., & Kandler, C. (2012). Adults' learning motivation: Expectancy of success, value, and the role of affective memories. Learning and Individual Differences, 22(5), 610-617.
  • Guo, J., Nagengast, B., Marsh, H. W., Kelava, A., Gaspard, H., Brandt, H., Cambria, J., Flunger, B., Dicke, A.-L., Häfner, I., Brisson, B., & Trautwein, U. (2016). Probing the unique contributions of self-concept, task values, and their interactions using multiple value facets and multiple academic outcomes. AERA Open, 2(1), 1-20.
  • Hartnett, M. (2016). Motivation in online education. Singapore: Springer.
  • Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self‐competence and values: Gender and domain differences across grades one through twelve. Child Development, 73(2), 509-527.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • Moreno, R. (2010). Educational Psychology. United States: Wiley.
  • Ormrod, J. E. (2012). Human learning (6. Baskı). Upper Saddle River, NJ: Pearson Education.
  • Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24(2), 124-139.
  • Parsons, J. E., Adler, T., & Meece, J. L. (1984). Sex differences in achievement: A test of alternate theories. Journal of Personality and Social Psychology, 46(1), 26-43.
  • Perez, T., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology, 106(1), 315-329.
  • Pintrich, P. R. (2003). Motivation and classroom learning. W. M. Reynolds & G. E. Miller (Ed.) içinde, Handbook of psychology: Educational Psychology (ss. 103-122). New York: Wiley.
  • Plante, I., O’Keefe, P. A., & Théorêt, M. (2013). The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions. Motivation and Emotion, 37(1), 65-78.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
  • Schunk, D. H. (2012). Learning theories: An educational Perspective (6. Baskı). Boston: Pearson.
  • Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70-83.
  • Sun, H., Ding, H., & Chen, A. (2013). Nothing but being there matters: Expectancy-value motivation between US and Chinese middle school students. International Education, 42(2), 7-20.
  • Sun, S., Vancouver, J. B., & Weinhardt, J. M. (2014). Goal choices and planning: Distinct expectancy and value effects in two goal processes. Organizational Behavior and Human Decision Processes, 125(2), 220-233.
  • Trautwein, U., Marsh, H. W., Nagengast, B., Ludtke, O., Nagy, G., & Jonkmann, K. (2012). Probing for the multiplicative term in modern expectancy-value theory: A latent interaction modeling study. Journal of Educational Psychology, 104(3), 763-777.
  • Tünkler, V., & Yurt, E. (2016). Ortaokul öğrencilerinin sosyal bilgiler ders başarıları, yeterlik beklentileri, görev değeri ve görev zorluğu algıları arasındaki ilişkilerin yapısal eşitlik modeli ile incelenmesi. V. Uluslararası Sosyal Bilgiler Eğitimi Sempozyumu. Pamukkale Üniversitesi, Denizli.
  • Tünkler, V. (2018). İlköğretim öğrencilerinin sosyal bilgiler dersine yönelik yeterlik beklentileri ve değer algılarının incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. http://www.efdergi.hacettepe.edu.tr/upload/files/2886-published.pdf. Erişim tarihi: 15.11.2018
  • Uyulgan, M. A., & Akkuzu, N. (2017). Ortaöğretim öğrencilerinin akademik başarılarını yordayan kişisel faktörler üzerine bir araştırma. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 6(3), 1211-1226.
  • Viau, R. (2015). Okulda motivasyon: Okulda güdüleme ve güdülenmeyi öğrenme (Çeviren: Y. Budak). Ankara: Anı Yayıncılık.
  • Viljaranta, J., Lazarides, R., Aunola, K., Räikkönen, E., & Nurmi, J. E. (2015). The different role of mothers' and fathers' beliefs in the development of adolescents' mathematics and literacy task values. International Journal of Gender, Science and Technology, 7(2), 297-317.
  • Watt, H. M., Shapka, J. D., Morris, Z. A., Durik, A. M., Keating, D. P., & Eccles, J. S. (2012). Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: A comparison of samples from Australia, Canada, and the United States. Developmental Psychology, 48(6), 1-19.
  • Watkinson, E. J., Dwyer, S. A., & Nielsen, A. B. (2005). Children theorize about reasons for recess engagement: Does expectancy-value theory apply. Adapted Physical Activity Quarterly, 22(2), 179-197.
  • Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), 49-78.
  • Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1-35.
  • Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12(3), 265-310.
  • Wigfield, A., Eccles, J. S., Roeser, R. W., & Schiefele, U. (2008). Development of achievement motivation. W. Damon & R. M. Lerner (Ed.) içinde. Child and adolescent development: An advanced course (ss. 406-434). Hoboken, NJ: John Wiley & Sons.
  • Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J., Freedman-Doan, C., & Blumenfeld, P. C. (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(3), 451-469.
  • Wigfield, A., & Tonks, S. (2002). Adolescents’ expectancies for success and achievement task values during the middle and high school years. F. Pajares & T. Urdan (Ed.) içinde, Academic motivation of adolescents (ss. 53-82). Greenwich, Connecticut: IAP.
  • Wigfield, A., Tonks, S., & Klauda, S. L. (2009 ). Expectancy-value theory. K. R. Wentzel & A. Wigfield (Ed.) içinde, Handbook of motivation at school (ss. 55-75). UK: Routledge.
  • Xiang, P., McBride, R. E., & Bruene, A. (2006). Fourth-grade students’ motivational changes in an elementary physical education running program. Research Quarterly for Exercise and Sport, 77, 195-207.
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. Baskı). Ankara: Seçkin Yayıncılık.
  • Yıldırım, F. (2013). Elazığ bilim ve sanat merkezi öğrencilerinin sosyal bilgiler dersine ve motivasyon düzeylerine ilişkin görüşleri. (Yayınlanmamış yüksek lisans tezi). Fırat Üniversitesi, Elazığ.
  • Yli-Piipari, S., & Kokkonen, J. (2014). An application of the expectancy-value model to understand adolescents’ performance and engagement in physical education. Journal of Teaching in Physical Education, 33(2), 250-268.
  • Zhu, Y., & Leung, F. K. (2011). Motivation and achievement: Is there an East Asian model?. International Journal of Science and Mathematics Education, 9(5), 1189-1212.
Toplam 65 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Vural Tünkler 0000-0002-3536-968X

Yayımlanma Tarihi 8 Ocak 2020
Gönderilme Tarihi 5 Ekim 2019
Yayımlandığı Sayı Yıl 2019 Sayı: 36

Kaynak Göster

APA Tünkler, V. (2020). Ortaokul Öğrencilerinin Sosyal Bilgiler Dersine Yönelik Motivasyon Kaynaklarının İncelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi(36), 38-49.