Akademik Güdülenme İle Üniversiteye Aidiyet Duygusu Arasındaki İlişki

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.

Anahtar Kelimeler:

Akademik güdülenme, güdülenmenin olmaması, üniversiteye aidiyet duygusu, Öz-Belirleme Kuramı

The Relationship Between Academic Motivation and Sense of University Belonging

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.

Keywords:

Academic motivation, amotivation, sense of university belonging, Self-Determination Theory,

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