Öz Belirleme Kuramı Perspektifinden Matematik Eğitiminde Motivasyon

Bu çalışma, öz belirleme kuramı perspektifinden matematik eğitiminde motivasyonu artırmaya yönelik literatüre dayalı çıkarımlarda bulunularak eğitimcilere dönük çeşitli stratejik yaklaşımlar sunmayı amaçlamaktadır. Matematik dersinde eğitim ortamları öğrencilerin içsel motivasyonlarını destekleyici şekilde tasarlandığında öğrencilerin öz düzenleme becerilerini edinebilmelerine olanak tanınabilir. Çalışmada çağdaş motivasyon kuramları olarak sınıflandırılan kuramlardan biri olan öz belirleme bu çerçevede ele alınmıştır. Öz belirleme kuramı temeli içsel motivasyona dayanan altı alt kuramdan oluşan bir meta kuramdır. Google Akademik, Library Genesis ve YÖKTez veri tabanları üzerinden anahtar kelimeler ile 1971-2022 yıl aralığında Türkçe ve İngilizce yayın dillerinde 24 çalışma incelenerek her bir alt kuramın ele alındığı çalışmada, öğrencilerin hedef belirlemeden öğretim sürecinin değerlendirilmesine kadar eğitim sürecinin her aşamasına dahil edilerek özerkliklerini ve yeterliklerini destekleyen ortamların oluşturulmasının matematik dersinde öğrencilerin içsel motivasyonlarını artırabilecek önemli yaklaşımlar olduğu sonucuna ulaşılmıştır.

Anahtar Kelimeler:

Matematik eğitimi, Motivasyon, Öz belirleme kuramı

Motivation in Mathematics Education from the Perspective of Self-Determination Theory

This study aims to present various strategic approaches to educators by making inferences based on the literature to increase motivation in mathematics education from the perspective of self-determination theory. When the educational environments in the mathematics lesson are designed to support the internal motivation of the students, it will be possible for the students to acquire self-regulation skills. In this study, self-determination, which is one of the theories classified as contemporary motivation theories, is discussed within this framework. Self-determination theory is a meta-theory consisting of six sub-theories based on intrinsic motivation. By examining 24 studies in Turkish and English publication languages between the years 1971-2022 with keywords on Google Scholar, Library Genesis and YÖKTez databases, each sub-theory was examined, and students were included in every stage of the education process, from goal setting to evaluation of the teaching process, and they were able to demonstrate their autonomy and competence. It has been concluded that creating supportive environments is an important approach that can increase students' intrinsic motivation in mathematics lessons.

Keywords:

Mathematics education, Motivation, Self-determination theory,

PDF

___

Avcı, Ö. (2020). “Motivasyona Kuramsal Bakış: Atıf, Beklenti-Değer ve Öz Belirleme”. Eğitimde Motivasyon-Kuramsal Arka Plan, Gelişimsel Dönemler ve Öğrenme-Öğretme, Ed. Avcı, Ö. & Akyıldız, E. Ankara: Nobel Akademi Yayıncılık, 3-51.
Baki, A. (2020). Matematiği Öğretme Bilgisi. Ankara: Pegem Akademi.
Balantekin, Y. & Bilgin, A. (2017). “ARCS Motivasyon Modelinin Öğrencilerin Motivasyonlarına, Tutumlarına ve Akademik Başarılarına Etkisi”. Elementary Education Online, 16 /1: 161-177.
Bayrakçeken, S. vd. (2021). “Motivasyon ve Başarı: Öz Belirleme Kuramı Temelinde Öğrenciler Öğrenmeye Nasıl Motive Edilebilir?”. Atatürk Üniversitesi Edebiyat Fakültesi Dergisi, 66:482-505.
Cleary, T.J., & Chen, P.P. (2009). “Self-Regulation, Motivation, and Math Achievement in Middle School: Variations Across Grade Level and Math Context”. Journal of School Psychology, 47/5: 291-314.
Cleary, T. J., & Zimmerman, B. J. (2004). “Self-Regulation Empowerment Program: A School-Based Program to Enhance Self-Regulated and Self-Motivated Cycles of Student Learning”. Psychology in The Schools, 41: 537-550.
Craven, R. G. vd. (1991). “Effects of Internally Focused Feedback and Attributional Feedback on Enhancement of Academic Self-Concept”. Journal of Educational Psychology, 83/1: 17-27.
Çepni, S. & Ormancı, Ü. (2017). “Geleceğin Dünyası”. Kuramdan Uygulamaya STEM (+ A+ E) Eğitimi, Ed. Çepni, S., Ankara: Pegem Akademi, 1-37.
e-Çolak 2012= Çolak, R. (2012). “Literatür Taraması Nasıl Yapılır?”https://docplayer.biz.tr/189256-Literatur-taramasi-nasil-yapilir.html (Erişim Tarihi: 07.05.2022)
De Corte, E. vd. (2011). “Self-Regulation of Mathematical Knowledge and Skills.” Handbook of Selfregulation of Learning and Performance, Ed. Zimmerman, B. J. & Schunk, D. H. New York: Routledge, 155-172.
Deci, E. L. (1971). “Effects of Externally Mediated Rewards on Intrinsic Motivation”. Journal of Personality and Social Psychology, 18/1: 105-115.
Deci, E. L. (1975). “The Intrinsic Motivation of Behavior”. In Intrinsic Motivation, Ed. Aronson, E. Boston: Springer, 93-125.
Deci, E. L. (1991). “Motivation and Education: The Self-Determination Perspective.” Educational Psychologist, 26/3-4: 325-346.
Deci, E. L. vd. (1981). “Characteristics of the Rewarder and Intrinsic Motivation of the Rewardee”. Journal of Personality and Social Psychology, 40/1:1.
Deci, E. L. vd. (1994). “Facilitating Internalization: The Self‐Determination Theory Perspective”. Journal of Personality, 62/1: 119-142.
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.
Dönmez, S. M. K., & Dede, Y. (2020). “Ortaöğretime Geçiş Sınavları Matematik Sorularının Matematiksel Yeterlikler Açısından İncelenmesi.” Başkent University Journal of Education, 7/2: 363-374.
Fazlı, E. & Avcı, Ö. (2022). “Matematik Eğitiminde Motivasyon ve Öz-Düzenleme: Tek Bir Durum Çalışması”. Harran Maarif Dergisi, 7 /1: 1-45.
Gillet, N. vd. (2012). “Intrinsic and Extrinsic School Motivation as a Function of Age: The Mediating Role of Autonomy Support”. Social Psychology of Education, 15:77–95.
Gnambs, T., & Hanfstingl, B. (2016). “The Decline of Academic Motivation During Adolescence: An Accelerated Longitudinal Cohort Analysis on the Effect of Psychological Need Satisfaction”. Educational Psychology, 36/9: 1691-1705.
Gottfried, A. E. vd. (2007). “Multivariate Latent Change Modeling of Developmental Decline in Academic Intrinsic Math Motivation and Achievement: Childhood Through Adolescence”. International Journal of Behavioral Development, 31/4: 317–327.
Granberg, C. vd. (2021). “A Case Study of a Formative Assessment Practice and The Effects on Students’ Self-Regulated Learning”. Studies in Educational Evaluation, 68/100955.
Lohbeck, A. (2018). “Self-Concept and Self-Determination Theory: Math Self-Concept, Motivation, and Grades in Elementary School Children”. Early Child Development and Care, 188/8:1031-1044.
León, J. vd. (2015). “Self-Determination and STEM Education: Effects of Autonomy, Motivation, and Self-Regulated Learning on High School Math Achievement”. Learning and Individual Differences, 43:156-163.
Lepper, M. R. vd. (2005). “Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates”. Journal of Educational Psychology, 97/2: 184-196.
Panaoura, A. vd. (2009). “An İntervention to The Metacognitive Performance: Self-Regulation in Mathematics and Mathematical Modeling”. Acta Didactica Universitatis Comenianae Mathematics, 9: 63−79.
Pintrich, P. R. & Groot, E. V. (1990). “Motivational and Self-Regulated Learning Components of Classroom Academic Performance”. Journal Educational Psychology, 82:33–40.
Robbins, S. P. & Judge, T.A. (2012). Örgütsel Davranış. Ankara: Nobel Akademik Yayıncılık.
Ryan, R. M., & Deci, E. L. (2000). “Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions”. Contemporary Educational Psychology, 25/1: 54-67.
Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. New York, NY: Guilford Publishing.
Ryan, R. M., & Deci, E. L. (2020). “Intrinsic and Extrinsic Motivation from a Self-Determination Theory Perspective: Definitions, Theory, Practices, and Future Directions”. Contemporary Educational Psychology, 61/101860.
Ryan, R. M., & Grolnick, W. S. (1986). “Origins and Pawns in the Classroom: Self-Report and Projective Assessments of Individual Differences in Children's Perceptions”. Journal of Personality and Social Psychology, 50/3: 550-558.
Scherrer, V., & Preckel, F. (2019). “Development of Motivational Variables and Self-Esteem During the School Career: A Meta-Analysis of Longitudinal Studies”. Review of Educational Research, 89/2: 211–258.
Taylor, G. vd. (2014). “A Self-Determination Theory Approach to Predicting School Achievement Over Time: The Unique Role of Intrinsic Motivation”. Contemporary Educational Psychology, 39/4:342-358.
Usher, E. L., & Schunk, D. H. (2018). “A Social Cognitive Theoretical Perspective of Selfregulation”. Handbook of Self-Regulation of Learning and Performance, Ed. Schunk, D.H. & Greene, J. A. New York: Routledge, 19-35.
Zimmerman, B. J. (1989). “A Social Cognitive View of Self-Regulated Academic Learning”. Journal of Educational Psychology, 81:329–339.
Zimmerman, B. J. & Kitsantas, A. (1997). “Developmental Phases in Self-Regulation: Shifting from Process Goals to Outcome Goals”. Journal Educational Psychology, 89: 29–36.
Zimmerman, B. J. (2000). “Attaining Self-Regulation: A Social Cognitive Perspective”, Handbook of Self-Regulation, Ed. M. Boekaerts, M., Pintrich, P. R. & Zeidner, M. San Diego: Academic Press, 13–40.
Zimmerman, B. J. (2002). “Becoming a Self-Regulated Learner: An Overview”. Theory into Practice, 41/2: 64 – 70.
Zimmerman, B. J. vd. (2011). “Enhancing Self-Reflection and Mathematics Achievement of at-Risk Urban Technical College Students”. Psychological Test and Assessment Modeling, 53:141–160.