Akademik Motivasyonsuzluk ile Akademik Başarı Arasındaki İlişki: Ortaokul Öğrencileri Üzerine Bir Çalışma

Bu araştırma akademik motivasyonsuzluğun ortaokul öğrencilerinin akademik başarıları üzerinde etkisini belirlemeyi amaçlamıştır. Ayrıca çalışmada öğrencilerin akademik motivasyonsuzluk düzeylerinin cinsiyetlerine göre farklılık gösterip göstermediği incelenmiştir. Araştırmanın örneklemini Kahramanmaraş ilinde yer alan devlet ortaokullarında öğrenim gören 342 ortaokul sekizinci sınıf öğrencisi oluşturmuştur. Veriler Akademik Motivasyonsuzluk Ölçeği’nden elde edilmiştir. Akademik motivasyonsuzluğun akademik başarıdaki varyansı ne ölçüde açıkladığını belirlemek için basit bir doğrusal regresyon analizi; motivasyonsuzluk türlerinin öğrencilerin cinsiyetlerine göre farklılık gösterip göstermediğini belirlemek için t-testi analizi kullanılmıştır. Regresyon analizi sonuçları akademik motivasyonsuzluğun akademik başarının negatif yönlü anlamlı bir yordayıcısı olduğunu göstermiştir. Öğrencilerin cinsiyetlerine göre akademik motivasyonsuzluk düzeyleri arasında anlamlı düzeyde farklılıklar belirlenmiştir. Erkeklerin kızlara göre akademik faaliyetlere karşı daha fazla motivasyonsuzluk duygusu hissettikleri bulunmuştur. Cinsiyetten kaynaklanan farklılığın nedeni ise erkeklerin çaba inançlarındaki eksiklikler, görevlere yükledikleri değer eksikliği ve akademik görevlerin özellikleriyle ilgili algılarından kaynaklı motivasyonsuzluk düzeylerinin anlamlı düzeyde daha yüksek bulunmasıdır. 

The Relationship between Academic Amotivation and Academic Achievement: A Study on Middle School Students

This study examined the predictive effect of academic amotivation on academic achievement (as measured by GPA) of middle-school students. Also, it was examined whether the level of academic amotivation of students would vary by gender variable. A total of 342 eighth-grade students from middle schools located in Turkey participated in the study. Data were collected from the Academic Amotivation Scale. Pearson's correlation coefficient, t-test for independent groups, and simple linear regression analysis were used for data analysis. Regression analysis results showed that amotivation was a significant negative predictor of academic achievement and accounted for 15% of the total variance in academic achievement. With regarding gender differences, the results indicate that significant differences were found between the levels of amotivation of students according to their gender. The reason for the gender difference was that level of amotivation due to lack of effort beliefs, less values placed on the tasks, and perceptions about the characteristics of the tasks, for boys were found to be higher than for girls.

Kaynakça

AFZAL, H., ALI, I., KHAN, M. A., and HAMID, K. (2010). A study of university students’ motivation and its relationship with their academic performance. International Journal of Business and Management, 5(4), 80-88.

AINLEY, M., HIDI, S., and BERNDORFF, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94, 545–561.

AKANDERE, M., ÖZYALVAÇ, N.T. ve DUMAN, S. (2010). Ortaöğretim öğrencilerinin beden eğitimi dersine yönelik tutumları ile akademik başarı motivasyonlarının incelenmesi (Konya Anadolu Lisesi Örneği). Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 24, 1-10.

ALÇI, M. ve 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.

ALI, S. A. (2016). Sakarya’daki ortaokullarda okuyan öğrencilerin motivasyon kaynakları ve akademik motivasyon düzeyleri. (Yayımlanmamış yüksek lisans tezi). Sakarya: Sakarya Üniversitesi.

AMES, C. (1990). Motivation: What teachers need to know. Teachers College Record, 91(3), 409-421.

ANNUNZIATA, D., HOGUE, A., FAW, L., and LIDDLE, H. A. (2006). Family functioning and school success in at-risk, inner-city adolescents. Journal of Youth and Adolescence, 35(1), 100-108.

ARCAGÖK, S. (2016). Dördüncü sınıf öğrencilerinin sosyal bilgiler dersindeki özerklik desteği algılarının motivasyon, girişimcilik ve yaratıcılık ile ilişkisi. (Yayınlanmamış doktora tezi) Çanakkale Onsekiz Mart Üniversitesi. Çanakkale.

AREEPATTAMANNIL, S., FREEMAN, J.G., and KLINGER, D.A. (2011). Intrinsic motivation, extrinsic motivation, and academic achievement among Indian adolescents in Canada and India. Social Psychology of Education, 14(3), 427-439.

ARIKAN, R. (2004). Araştırma teknikleri ve rapor hazırlama. Ankara: Asil Yayın.

AYDIN, B. (2007). Fen Bilgisi Dersinde İçsel ve Dışsal Motivasyonun Önemi (Yüksek Lisans Tezi). Yeditepe Üniversitesi. İstanbul.

AYDIN, S. ve ÇEKIM, Z. (2017). Ortaokul öğrencilerinin akademik başarıları ve başarı algılarının fen öğrenmeye yönelik motivasyonlarıyla ilişkisinin incelenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(39), 458-470.

AYUB, N. (2010). Effect of intrinsic and extrinsic motivation on academic performance. Pakistan Business Review, 1-2(2), 363-372.

BAKER, S.R. (2004). Intrinsic, extrinsic, and amotivational orientations: Their role in university adjustment, stress, well-being, and subsequent academic performance. Current Psychology: Developmental, Learning, Personality, Social, 23, 189–202.

BALKIS, M. (2018). Academic amotivation and intention to school dropout: the mediation role of academic achievement and absenteeism. Asia Pacific Journal of Education, 38(2), 257-270.

BANDURA, A.(1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.

BÜYÜKÖZTÜRK, Ş., KILIÇ-ÇAKMAK, E., AKGÜN, Ö. E., KARADENİZ, Ş., & DEMİREL, F. (2013). Bilimsel araştırma yöntemleri. Nobel Yayın Dağıtım 13. Baskı Ankara.

CABOT, I. (2010). Interdisciplinarité et intérêt pour le français. PAREA Research Report: 172. Saint-Jean-sur-Richelieu: Cégep Saint-Jean-sur-Richelieu. Erişim: https://papyrus.bib.umontreal.ca/xmlui/handle/1866/6897 adresinden yapılmıştır.

CABOT, I., AND DAGENAIS, A. (2016). Academic motivation. College Documentation Bulletin, 2016 (17). Erişim: https://cdc.qc.ca/en/2016/12/08/academic-motivation-bulletin/adresinden yapılmıştır.

CALP, Ş. ve BACANLI, H. (2016). Algılanan akademik yeterlik ve özerklik desteğinin özerk akademik motivasyon ve akademik başarıyla ilişkisi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 40, 300-317.

Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., ... & Ryan, R. M. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation And Emotion, 39(2), 216-236.

COETZEE, L. R. (2011). The relationship between students' academic self-concept, motivation and academic achievement at the university of the free state (Unpublished doctoral dissertation). University of South Africa.

COKLEY, K. O. (2003). What do we know about the motivation of African American students? Challenging the "anti-intellectual" myth. Harvard Educational Review, 73(4), 524-558.

COKLEY, K. O., BERNARD, N., CUNNINGHAM, D., and MOTOIKE, J. (2001). A psychometric investigation of the academic motivation scale using a United States sample. Measurement and Evaluation in Counseling and Development, 34(2), 109-119.

CORVILLE-SMITH, J., RYAN, B. A., ADAMS, G. R., and DALICANDRO, T. (1998). Distinguishing absentee students from regular attenders: The combined influence of personal, family, and school factors. Journal of Youth and Adolescence, 27(5), 629–640.

COVINGTON, M. V. (1987). Achievement motivation, self-attributions and exceptionality. In J. D. Day and J. G. Borkowski (Eds.), Intelligence and exceptionality (pp. 173-213). Norwood, NJ: Ablex.

COVINGTON, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. Cambridge University Press.

ÇAKIR, E. (2006). Anadolu öğretmen lisesinde okuyan öğrencilerin depresyon ve motivasyon düzeyleri. (Yayımlanmamış yüksek lisans tezi). Sakarya Üniversitesi, Sakarya.

ÇEKİM, Z., & AYDIN, S. (2018). Ortaokul öğrencilerinin fen öğrenmeye yönelik motivasyonları ve kullandıkları öğrenme stratejileri arasındaki ilişkinin incelenmesi. Kırıkkale Üniversitesi Sosyal Bilimler Dergisi, 8(2), 451-468.

ÇELIK, Z. (2006). İlköğretim öğrencilerinin başarı güdüsü ve anne baba beklentilerine ilişkin algıları. (Yayımlanmamış yüksek lisans tezi). İzmir: Dokuz Eylül Üniversitesi.

ÇOLAK, E. ve CIRIK, İ. (2015). Ortaokul öğrencilerinin motivasyon kaynaklarının incelenmesi. İlköğretim Online, 14(4), 1307-1326.

DECI, E. L., and RYAN, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.

Decı, E. L., Vallerand, R. J., Pelletıer, L. G., And Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3 / 4), 325-346.

Deci, E. L., & Ryan, R. M. (2002). Overview of self-determination theory: An organismic dialectical perspective. Handbook of self-determination research, 3-33.

DEMIR, M. K. ve ARI, E. (2013). Öğretmen adaylarının akademik güdülenme düzeylerinin çeşitli değişkenler açısından incelenmesi. Eğitimde Kuram ve Uygulama, 9(3), 265-279.

DUY, B. (2009). Güdülenme ve bireysel farklılıklar. (Editör Alim Kaya), Eğitim Psikolojisi. (ss. 473-511). Ankara: Pegem Akademi Yayın.

ECCLES, J. S., & MİDGLEY, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. Research on Motivation İn Education, 3(1), 139-186.

ECCLES, J. S., WIGFIELD, A., MIDGLEY, C., REUMAN, D., MACIVER, D., and FELDLAUFER, H. (1993). Negative effects of traditional middle schools on students’ motivation. The Elementary School Journal, 93, 553–574.

Ellıott, A.J., And Dweck, C.S. (2005). Handbook of competence and motivation. New York, NY: Guilford.

ERTEM, H. (2006). Ortaöğretim öğrencilerinin kimya derslerine yönelik güdülenme tür (içsel ve dışsal) ve düzeylerinin bazı değişkenler açısından incelenmesi (Yayınlanmamış yüksek lisans tezi). Balıkesir Üniversitesi Balıkesir.

EYMUR, G. ve GEBAN, Ö. (2011). Kimya öğretmeni adaylarının motivasyon ve akademik başarıları arasındaki ilişkinin incelenmesi. Eğitim ve Bilim, 36(161), 246-254.

Fidan, M., & Eren, A. L. T. A. Y. (2017). Ortaokul öğrencilerinin Türkçe dersine yönelik tutum görünümleri ile eğitime ilişkin motivasyonları arasındaki ilişkiler. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(2), 480-493.

FORTIER, M. S., VALLERAND, R. J., AND GUAY, F. (1995). Academic motivation and school performance: toward a structural model. Contemporary Educational Psychology, 20, 257-274.

FRANCIS, A., GOHEER, A., HAVER-DIETER, R., KAPLAN, A. D., KERSTETTER, K., and KIRK, A. L. (2004). Promoting academic achievement and motivation: A discussion and contemporary issues-based approach. University of Maryland.

GRAHAM, S., AND WEINER, B. (1996). Theories and principles of motivation. In D. C. Berliner and R. Calfee (Eds.), Handbook of educational psychology (pp. 63–84). New York, NY: Macmillan.

GREEN-DEMERS, I., LEGAULT, L., PELLETIER, D., and PELLETIER, L. G. (2008). Factorial invariance of the Academic Amotivation Inventory (AAI) across gender and grade in a sample of Canadian high school students. Educational and Psychological Measurement, 68(5), 862-880.

GROUZET, F. M., OTIS, N., and PELLETIER, L. G. (2006). Longitudinal cross-gender factorial invariance of the Academic Motivation Scale. Structural Equation Modeling, 13(1), 73-98.

GUAY, F., AND BUREAU, J. S. (2018). Motivation at school: Differentiation between and within school subjects matters in the prediction of academic achievement. Contemporary Educational Psychology, 54, 42-54.

GUAY, F., RATELLE, C. F., and CHANAL, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology/Psychologie canadienne, 49(3), 233.

HANSON, J. M., PAULSEN, M. B., AND PASCARELLA, E. T. (2016). Understanding graduate school aspirations: The effect of good teaching practices. Higher Education, 71(5), 735-752.

HENNING, M. A. (2007). Students' motivation to learn, academic achievement, and academic advising (Unpublished doctoral dissertation). Auckland University of Technology.

HİDİ, S., & HARACKİEWİCZ, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review Of Educational Research, 70(2), 151-179.

ILTER, I. (2019). Akademik Motivasyonsuzluk Ölçeği’nin Türk kültürüne uyarlanması ve psikometrik özelliklerinin incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 52(1), 192-224.

JONES, V. F., and JONES, L. S. (1998). Comprehensive classroom management: Creating communities of support and solving problems. Boston, MA: Allyn and Bacon.

JUVONEN, J. J., and CADIGAN, R. J. (2002). Social determinants of public behavior of middle school youth: Perceived peer norms and need to be accepted. In F. Pajares and T. Urdan (Eds.), Adolescence and education. 2: Academic motivation of adolescents (pp. 277–297). Greenwich, CT: Information Age.

KARATAŞ, H. ve ERDEN, M. (2012). Akademik motivasyon ölçeğinin dilsel eşdeğerlik, geçerlik ve güvenirlik çalışması. E-Journal of New World Sciences Academy, 7(4), 983-1003.

KEARNEY, C. A. (2016). Managing school absenteeism at multiple tiers: An evidence-based and practical guide for professionals. Oxford University Press.

KEATİNG, D. P. (1990). Adolescent thinking. In S. S. Feldman & G. R. Elliot (Eds.), At the threshold: The developing adolescent (pp. 54–89). Cambridge, MA: Harvard University Press

KLEM, A. M., & CONNELL, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal Of School Health, 74, 262-273.

LAI, P. Y. M., CHAN, K. W., and WONG, K. Y. A. (2006). A study of intrinsic motivation, achievement goals and study strategies of Hong Kong Chinese secondary students. Australian Association for Research in Education (AARE) Conference. Erişim http://publications.aare. edu.au/06pap/lai06321.pdf adresinden yapılmıştır.

LAVIGNE, G. L., VALLERAND, R. J., and MIQUELON, P. (2007). A motivational model of persistence in science education: A self-determination theory approach. European Journal of Psychology of Education, 22(3), 351–369.

LEGAULT, L., GREEN-DEMERS, I., and PELLETIER, L.G. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98, 567–582.

LINNENBRINK, E. A., AND PINTRICH, P. R. (2002). Motivation as an enabler for academic success. The School Psychology Review, 31, 313–327.

LOCKE, E. A., and LATHAM, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717.

MA, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5) 520-540.

MARKLAND, D., and TOBIN, V. (2004). A modification to the behavioural regulation in exercise questionnaire to include an assessment of amotivation. Journal of Sport and Exercise Psychology, 26(2), 191-196.

MARTIN, A. J. (2003). The student motivation scale: Further testing of an instrument that measures school students' motivation. Australian Journal of Education, 47(1), 88-106.

MARTIN, A.J.(2002). Motivation and academic resilience: Developing a model of student enhancement. Australian Journal of Education. 14, 34-49.

MARTIN, A.J.(2004). School motivation of boys and girls: Differences of degree, differences of kind or both? Australian Journal of Psychology, 56(3), 133-146.

MCLNERNEY, D. M. (2000). Helping kids achieve their best: Understanding and using motivation in the classroom. St. Leonards, New South Wales, Australia: Ailen and Unwin.

MEECE, J. L., GLIENKE, B. B., and BURG, S. (2006). Gender and motivation. Journal of School Psychology, 44(5), 351-373.

MEECE, J.L., WIGFIELD, A., AND ECCLES, J.S. (1990). Predictors of mathematics anxiety and its influence on young adolescents’ course enrolment intentions and performance in mathematics. Journal of Educational Psychology, 82, 60-70.

MICHELLI, M. P. (2013). The relationship between attitudes and achievement in mathematics among fifth grade students. (Unpublished doctoral dissertation). University of Southern Mississippi.

MILLI EĞITIM BAKANLIĞI. (2003). İlköğretim kurumları yönetmeliği. Ankara: Milli Eğitim Basım Evi.

MORI, S., and OBEL, P. (2006). Motivation and gender in the Japanese EFL classroom. System, 34(2), 194-210.

NEGRU-SUBTIRICA, O., and POP, E. I. (2016). Longitudinal links between career adaptability and academic achievement in adolescence. Journal of Vocational Behavior, 93, 163-170.

NTOUMANIS, N., PENSGAARD, A., MARTIN, C., and PIPE, K. (2004). An idiographic analysis of amotivation in compulsory school physical education. Journal of Sport and Exercise. 26(2), 197-214.

OEHME, A. (2007). Schulverweigerung: Subjektive Theorien von Jugendlichen zu den Bedingungen ihres Schulabsentismus. Hamburg: Kovac.

OTIS, N., GROUZET, F. M. E., and PELLETIER, L. G. (2005). Latent motivational change in an academic setting: A 3-year longitudinal study. Journal of Educational Psychology, 97, 170–183.

PAJARES, F.I, and VALIANTE, G. (2002). Gender differences in writing motivation and achievement of middle school students: A function of gender orientation? Contemporary Educational Psychology, 26 (3), 366-381.

PARR, A. K., & BONİTZ, V. S. (2015). Role of family background, student behaviors, and school-related beliefs in predicting high school dropout. The Journal of Educational Research, 108(6), 504-514.

PATRICK, B. C., SKINNER, E. A., and CONNELL, J. P. (1993). What motivates children's behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65(4), 781-791.

PEKLAJ, C., and LEVPUŠČEK, M. P. (2006). Students’ motivation and academic success in relation to the quality of individual and collaborative work during a course in educational psychology. 31st Association for Teacher Education in Europe, 147-161.

PELLETIER, L. G., DION, S., TUCSON, K., and GREEN-DEMERS, I. (1999). Why do people fail to adopt environmental behaviors? Toward a taxonomy of environmental amotivation. Journal of Basic and Applied Social Psychology, 29, 2481–2504.

PERLMAN, D. (2010). Change in affect and needs satisfaction for amotivated students within the sport education model. Journal of Teaching in Physical Education, 29(4), 433-445.

PIERSON, L. H., and CONNELL, J. P. (1992). Effect of grade retention on self-system processes, school engagement, and academic performance. Journal of Educational Psychology, 84(3), 300-307.

PINTRICH, P.R., AND SCHUNK, D.H. (2002). Motivation in education theory, research, and applications. Upper Saddle River: New Jersey, NJ: Columbus, Ohio.

QUAYE, S. J., AND HARPER. S.R. (2015). Student engagement in higher education. Theoretical perspectives and practical approaches for diverse populations, (Second Edition). New York, NY: Routledge.

RATELLE, C. F., GUAY, F., LAROSE, S., and SE´NE´CAL, C. (1994). Family correlates of trajectories of academic motivation during a school transition: A semiparametric group-based approach. Journal of Educational Psychology, 96, 743-754.

RENCHLER, R. S. (1992). Student motivation, school culture, and academic achievement: What school leaders can do. ERIC Clearinghouse on Educational Management. University of Oregon.

REYES, O., and JASON, L. A. (1993). Pilot study examining factors associated with academic success for Hispanic high school students. Journal of Youth and Adolescence, 22(1), 57-71.

RIGBY, C. S., DECI, E. I., PATRICK, B. C., and RYAN, R. M. (1992). Beyond the intrinsic-extrinsic dichotomy: Self-determination in motivation and learning. Motivation and Emotion, 16(3), 165-185.

ROWE, K. J., and ROWE, K. S. (1999). Investigating the relationship between students’ attentive-inattentive behaviors in the classroom and their literacy progress. International Journal of Educational Research, 31, 1-38.

RYAN, R. M., and DECI, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.

RYAN, R. M., and DECI, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: Guilford.

SCHUNK, D.H., and MILLER, S.D. (2002). Self-efficacy and adolescents’ motivation. In F. Pajares and T. Urdan (Eds). Academic motivation of adolescents. Connecticut: Information Age Publishing.

SHELL, D., and HUSMAN, J. (2008). Control, motivation, affect, and strategic self-regulation in the college classroom: A multidimensional phenomenon. Journal of Educational Psychology, 100, 443-459.

SHEN, B., WINGERT, R. K., LI, W., SUN, H., and RUKAVINA, P. B. (2010). An amotivation model in physical education. Journal of Teaching in Physical Education, 29(1), 72-84.

SICAK, A. ve BAŞÖREN, M. (2015). Ortaöğretim öğrencilerinin akademik motivasyonlarının çeşitli değişkenler açısından incelenmesi (Bartın örneği). Bartın Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 548-560.

SINGH, K., GRANVILLE, M., and DIKA, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95(6), 323-332.

SKINNER, E. A., WELLBORN, J. G., and CONNELL, J. P. (1990). What it takes to do well in school and whether I’ve got it: The role of perceived control in children’s engagement and school achievement. Journal of Educational Psychology, 82, 22–32.

SLAVIN, R. E. (2003). Educational psychology: Theory into practice (7 th edit.). New York, NY: Ally and Bacon.

SORVO, R., KOPONEN, T., VIHOLAINEN, H., ARO, T., RÄIKKÖNEN, E., PEURA, P., and ARO, M. (2017). Math anxiety and its relationship with basic arithmetic skills among primary school children. British Journal of Educational Psychology, 87(3), 309-327.

TAYLOR, G., JUNGERT, T., MAGEAU, G. A., SCHATTKE, K., DEDIC, H., ROSENFIELD, S., and KOESTNER, R. (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.

TROCHİM, W. M., AND DONNELLY, J. P. (2010). Research methods knowledge base. Mason, OH: Atomic Dog Publishing.

TUCKER, C. M., ZAYCO, R. A., HERMAN, K. C., REINKE, W. M., TRUJILLO, M., CARRAWAY, K. and IVERY, P. D. (2002). Teacher and child variables as predictors of academic engagement among low‐income African American children. Psychology in the Schools, 39(4), 477-488.

TUNCER, G., YELKEN, T. Y., and TANRISEVEN, I. (2018). Felsefe grubu öğrencilerinin akademik motivasyonları ile sorgulama becerileri arasındaki ilişkinin incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14(3), 1156-1175.

VALLERAND, R. J., and BISSONNETTE, R. (1992). Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study. Journal of Personality, 60, 599–620.

VALLERAND, R. J., FORTIER, M. S., and GUAY, F. (1997). Self-determination and persistence in a real-life setting: toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72(5), 1161-1176.

VALLERAND, R. J., PELLETIER, L. G., BLAIS, M. R., BRIERE, N. M., SENECAL, C., and VALLIERES, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003–1017.

VALLERAND, R. J., PELLETIER, L. G., BLAIS, M. R., BRIERE, N. M., SENECAL, C., and VALLIERES, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and Psychological Measurement, 53, 159–172.

VANSTEENKISTE, V., LENS, W., DE WITTE, H., and FEATHER, N. T. (2005). Understanding unemployed people's job search behaviour, unemployment experience and well‐being: A comparison of expectancy‐value theory and self‐determination theory. British Journal of Social Psychology, 44(2), 269-287.

WENTZEL, K. R., and WIGFIELD, A. (1998). Academic and social motivational influences on students' academic performance. Educational Psychology Review, 10(2), 155-175.

WILKESMANN, U., FISCHER, H., and VIRGILLITO, A. (2012). Academic motivation of students-The german case. Dortmund: Zentrum für Weiterbildung.

YAPICI, M. ve YAPICI Ş. (2003). İlköğretim öğrencilerinin karşılaştığı sorunlar. Üniversite ve Toplum Eğitim, Bilim ve Düşünce Dergisi, 3(3), 9-12.

YARATAN, H. ve KASAPOĞLU, L. (2012). Eighth grade students’ attitude, anxiety, and achievement pertaining to mathematics lessons. Procedia Social and Behavioral Sciences, 46, 162-17.

YELLE, M., GREEN-DEMERS, I., AND PELLETIER, D. (2005, June). The influence of social climate, family relationships, and negative peer influence, on academic motivation and its consequences. Paper presented at the annual meeting of the Canadian Psychological Association, Montre´al, and Canada.

YERLIKAYA, İ. (2014). İlkokul ve ortaokul öğrencilerinin eğitime ilişkin motivasyonlarının çeşitli değişkenler açısından incelenmesi. Tarih Okulu Dergisi (TOD), 7, 773-795.

YORĞUN, A. (2014). Lise öğrencilerinde okul terki riskinin incelenmesi. (Yayımlanmamış doktora tezi). Ankara: Hacettepe Üniversitesi.

YURT, E., ve BOZER, E. N. (2015). Akademik Motivasyon Ölçeğinin Türkçeye Uyarlanması. Gaziantep University Journal of Social Sciences, 14(3), 669-685.

ZORBAZ, O. (2018). Lise öğrencilerinin okul terk risklerini etkileyen öğrenci ve okul düzeyindeki faktörler. (Yayımlanmamış doktora tezi). Ankara: Hacettepe Üniversitesi

Kaynak Göster

Bibtex @araştırma makalesi { akukeg847145, journal = {Journal of Theoretical Educational Science}, issn = {1308-1659}, eissn = {1308-1659}, address = {Eğitim Fakültesi, Eğitim 1 Binası, ANS Kampusu, 03200 / Afyonkarahisar}, publisher = {Afyon Kocatepe Üniversitesi}, year = {2021}, volume = {14}, pages = {389 - 410}, doi = {10.30831/akukeg.847145}, title = {The Relationship between Academic Amotivation and Academic Achievement: A Study on Middle School Students}, key = {cite}, author = {Ilter, İlhan} }
APA Ilter, İ . (2021). The Relationship between Academic Amotivation and Academic Achievement: A Study on Middle School Students . Journal of Theoretical Educational Science , 14 (3) , 389-410 . DOI: 10.30831/akukeg.847145
MLA Ilter, İ . "The Relationship between Academic Amotivation and Academic Achievement: A Study on Middle School Students" . Journal of Theoretical Educational Science 14 (2021 ): 389-410 <
Chicago Ilter, İ . "The Relationship between Academic Amotivation and Academic Achievement: A Study on Middle School Students". Journal of Theoretical Educational Science 14 (2021 ): 389-410
RIS TY - JOUR T1 - The Relationship between Academic Amotivation and Academic Achievement: A Study on Middle School Students AU - İlhan Ilter Y1 - 2021 PY - 2021 N1 - doi: 10.30831/akukeg.847145 DO - 10.30831/akukeg.847145 T2 - Journal of Theoretical Educational Science JF - Journal JO - JOR SP - 389 EP - 410 VL - 14 IS - 3 SN - 1308-1659-1308-1659 M3 - doi: 10.30831/akukeg.847145 UR - Y2 - 2021 ER -
EndNote %0 Kuramsal Eğitimbilim Dergisi The Relationship between Academic Amotivation and Academic Achievement: A Study on Middle School Students %A İlhan Ilter %T The Relationship between Academic Amotivation and Academic Achievement: A Study on Middle School Students %D 2021 %J Journal of Theoretical Educational Science %P 1308-1659-1308-1659 %V 14 %N 3 %R doi: 10.30831/akukeg.847145 %U 10.30831/akukeg.847145
ISNAD Ilter, İlhan . "The Relationship between Academic Amotivation and Academic Achievement: A Study on Middle School Students". Journal of Theoretical Educational Science 14 / 3 (Temmuz 2021): 389-410 .
AMA Ilter İ . The Relationship between Academic Amotivation and Academic Achievement: A Study on Middle School Students. Journal of Theoretical Educational Science. 2021; 14(3): 389-410.
Vancouver Ilter İ . The Relationship between Academic Amotivation and Academic Achievement: A Study on Middle School Students. Journal of Theoretical Educational Science. 2021; 14(3): 389-410.
IEEE İ. Ilter , "The Relationship between Academic Amotivation and Academic Achievement: A Study on Middle School Students", Journal of Theoretical Educational Science, c. 14, sayı. 3, ss. 389-410, Tem. 2021, doi:10.30831/akukeg.847145