“Kendimi ifade edebildiğimi fark ettim”: Birinci Sınıf Öğrencilerinin Derslere Devam Etmesinin Arkasındaki Motivasyonel Sebepler

Bu makale, derslere katılımın ardındaki ana motivasyonel dürtüleri ve bu güdülerin katılım oranına göre farklılık gösterip göstermediğini anlamak için yürütülen bir araştırma çalışmasının bulgularını rapor etmektedir. Çalışma, özellikle birinci sınıf öğrencilerinin bir yükseköğretim bağlamında sunulan bir kitle dersi için bildirdikleri katılım nedenlerini anlamayı amaçlamaktadır. Araştırmanın katılımcılarını İstanbul ilinde İnsan ve Toplum Bilimleri Fakültesi'nde öğrenim gören 158 birinci sınıf öğrencisi oluşturmaktadır. Araştırmada, nitel veriler yarı yapılandırılmış görüşmeler yoluyla ve nicel veriler öğrencilerin devam oranlarını açıklayan istatistiksel veriler aracılığıyla toplanmıştır. Verilerin analizi, öğrencilerin öncelikle öğretim elemanının tarzı tarafından motive edildiğini göstermiştir. Öğrencilere göre, öğretim elemanlarının ders işleme biçimi, öğrencilere karşı tutumu ve kendini ifade etme olanağı sağlaması, onların derse katılım motivasyonlarında büyük rol oynamaktadır. Birinci sınıf öğrencileri için ikincil motivasyon, ilginç bir içeriğe sahip müfredat, önerilen okumalar ve bonus puanlar olarak bulunmuştur. Ayrıca öğrencilerin bir kısmı derslere sadece devam zorunluluğu olduğu için katıldıklarını belirtmişlerdir. Devam oranlarına göre motive edici dürtülerin değişimine ilişkin olarak, veriler, zorunlu devamın çok yüksek devam oranlarına sahip öğrencilerin devamı üzerinde bir etkisinin olmadığını ortaya koymuştur. Makalede, sonuçlar ilgili literatüre dayalı olarak tartışılmakta ve yükseköğretim bağlamlarında motivasyonu artırmaya yönelik çıkarımlar sunulmaktadır.

Anahtar Kelimeler:

motivasyon, yükseköğrenim, derse katılım, birinci sınıf öğrencileri

“I realized that I can express myself”: Motivational Drives behind Freshmen Attendance in Lectures

This paper reports the findings of a research study conducted to understand the main motivational drives behind attendance in lectures and whether the drives differ based on the attendance rate. The study particularly seeks to gain insight into the attendance reasons reported by freshmen students for a common course offered in a higher education context. The participants of the study consisted of 158 first-year students studying at the Faculty of Humanities and Social Sciences in İstanbul, Türkiye. Qualitative data was collected through semi-structured interviews, and quantitative data was collected through statistical data describing students’ attendance rates. The analysis of the data showed that the students were primarily motivated by the lecturer’s style. According to the students, their lecturer’s way of teaching, attitude towards the students and providing room for self-expression play a major role for their motivation to attend the lectures. The secondary motivation for freshmen was found as the syllabus with an interesting content, suggested readings and bonus points. Additionally, some of the students stated that they attended the lectures only because the attendance is compulsory. Regarding the change of motivational drives based on the attendance rates, the data revealed that compulsory attendance does not have an impact on the attendance of students with very high attendance rates. The results are discussed in light of the relevant literature and the implications for increasing motivation in higher education contexts are provided.

Keywords:

motivation, higher education, attendance, freshmen students,

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