Research Article
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Eğitim fakültesi öğrencilerinin akademik güdülenmesi ve öğrenme stilleri

Year 2023, Volume: 7 Issue: 4, 931 - 944, 23.10.2023

Derya Uysal

https://doi.org/10.34056/aujef.1302734

Abstract

Bu çalışmanın amacı öğretmen adaylarının akademik güdülenme türü ve öğrenme stili arasındaki ilişkiyi incelemektir. Araştırma tanımlayıcı ilişkisel modelde tasarlanmıştır. Araştırmanın katılımcılarını Alanya Alaaddin Keykubat Üniversitesi Eğitim Fakültesi'nde 9 farklı bölümde öğrenim gören 574 öğretmen adayı oluşturmaktadır. Verilerin toplanmasında iki araştırma aracı (Akademik Güdülenme Ölçeği ve Öğrenme Stilleri Envanteri) kullanılmıştır. Araştırma amacı doğrultusunda üç hipotez oluşturulmuştur ve hipotezlerde sunulan olası ilişkileri test etmek için SPSS programında pearson ki-kare bağımsızlık testi yapılmıştır. Sonuç olarak, ayrıştıran ve yerleştiren öğrenme stiline sahip öğretmen adaylarının baskın akademik güdülenme türü dışsal düzenleme iken, özümseyen öğrenme stiline sahip öğretmen adaylarının “bilme” güdülenme türüne sahip olma olasılıkları daha yüksektir. Ayrıca, değiştiren öğrenme stiline sahip öğretmen adayları “bilme” ya da “dışsal düzenleme” akademik güdülenme türünü tercih etmişlerdir. Son olarak, öğretmen adaylarının bölümleri ile akademik güdülenme türleri arasında anlamlı bir ilişki bulunamamıştır. Benzer şekilde öğretmen adaylarının bölümleri ve öğrenme stilleri arasında anlamlı bir ilişki bulunamamıştır.

Keywords

öğretmen adayları öğrenme stili akademik güdülenme öz-düzenleme teorisi deneyimsel öğrenme modeli

References

  • Baltaoğlu, M. G., & Güven, M. (2019). Relationship between self-efficacy, learning strategies, and learning styles of teacher candidates (Anadolu University example). South African Journal of Education, 39(2), 1-11. https://doi.org/10.15700/saje.v39n2a1579
  • Balyer, A., & Özcan, K. (2014). Choosing teaching profession as a career: Students' reasons. International Education Studies, 7(5), 104-115. http://dx.doi.org/10.5539/ies.v7n5p104
  • Başöz, T. (2021). “I’ve decided to become an English teacher”: Pre-service EFL teachers’ reasons for choosing teaching as a career. Kastamonu Eğitim Dergisi, 29(5), 813-821. https://doi.org/10.24106/kefdergi.860727
  • Bozkurt, N. (2013). An examination of the links between pre-service teacher's metacognitive level, learning styles and their achievement of history class. Procedia-Social and Behavioral Sciences, 93, 1634-1640. https://doi.org/10.1016/j.sbspro.2013.10.093
  • Calderón, A., Meroño, L., & MacPhail, A. (2020). A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers. European Physical Education Review, 26(1), 241–262. https://doi.org/10.1177/1356336X19850852
  • Curtis, K., & Youngquist, S. T. (2013). Part 21: Categoric analysis: Pearson chi-square test. Air Medical Journal, 32(4), 179-180. https://doi.org/10.1016/j.amj.2013.04.007
  • Ҫakıroğlu, E., & Ҫakıroğlu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 253-264. https://doi.org/10.1080/0261976032000088774
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum. http://dx.doi.org/10.1007/978-1-4899-2271-7
  • 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. https://doi.org/10.1207/S15327965PLI1104_01
  • Demir, Z. (2008). Uzaktan eğitim öğrencilerinin akademik güdülenme düzeyleri (SAÜ örneği) (Publication No. 228626). [Yayımlanmamış Yüksek Lisans Tezi], Sakarya Üniversitesi.
  • Elban, M. (2018). Learning styles as the predictor of academic success of the pre-service history teachers. European Journal of Educational Research, 7(3), 659-665. https://doi.org/10.12973/eu-jer.7.3.659
  • Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514-525. https://doi.org/10.1016/j.tate.2011.11.013
  • Gencel, İ. E. (2007). Kolb'un deneyimsel öğrenme kuramına dayalı öğrenme stilleri envanteri-III'ü Türkçeye uyarlama çalışması [Study of adapting learning styles inventory-III based on Kolb's experiential learning theory into Turkish]. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 9(2), 120-139. http://hdl.handle.net/20.500.12397/5475
  • Gencel, İ. E. (2015). Learning styles and problem solving skills of Turkish prospective teachers. International Journal of Progressive Education, 11(2), 39-56.
  • Gencel, İ. E., & Köse, A. (2011). Relationship between the prospective science teachers› learning styles, learning and study strategies and self-efficacy beliefs in science teaching. Journal of Theory and Practice in Education, 7(2), 311-333. http://eku.comu.edu.tr/index/7/2/iegencel_akose.pdf
  • Güven, M., & Kürüm, D. (2008) The relationship between teacher candidates’ learning styles and critical thinking dispositions. Elementary Education Online, 7(1), 53-70.
  • Kaldi, S., & Xafakos, E. (2017). Student teachers' school teaching practice: The relation amongst perceived self-competence, motivation and sources of support. Teaching and Teacher Education, 67, 246-258. https://doi.org/10.1016/j.tate.2017.05.019
  • Kolb, A. Y., & Kolb, D. A. (2009). Experiential Learning Theory: A dynamic, holistic approach to management learning, education and development. In S. J. Armstrong & C. V. Fukami (Eds.), The Sage Handbook of Management Learning, Education and Development (pp. 42-68). Sage Publishing.
  • Kolb, D. A. (1999). The Kolb Learning Style Inventory. Hay Resources Direct.
  • Lappe, J. M. (2000). Taking the mystery out of research: Descriptive correlational design. Orthopaedic Nursing, 19(2), 81.
  • Malmberg, L. E. (2006). Goal-orientation and teacher motivation among teacher applicants and student teachers. Teaching and Teacher Education, 22(1), 58-76. https://doi.org/10.1016/j.tate.2005.07.005
  • McHugh, M. L. (2013). The chi-square test of independence. Biochemia Medica, 23(2), 143- 149. https://doi.org/10.11613/BM.2013.018
  • Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144. https://doi.org/10.1177/1477878509104318
  • Özder, H., & Motorcan, A. (2013). An analysis of teacher candidates’ academic motivation levels with respect to several variables. British Journal of Arts and Social Sciences, 15(1), 42-53. http://www.bjournal.co.uk/BJASS.aspx
  • Özgür, S. D., Temel, S. & Yilmaz, A. (2012). The effect of learning styles of preservice chemistry teachers on their perceptions of problem solving skills and problem solving achievements, Procedia - Social and Behavioral Sciences, 46, 1450-1454. https://doi.org/10.1016/j.sbspro.2012.05.319
  • Öztürk, G, Aydın, B. (2019). English language teacher education in Turkey: Why do we fail and what policy reforms are needed?. Anadolu Journal of Educational Sciences International (AJESI), 9(1), 181-213. https://doi.org/10.18039/ajesi.520842
  • Peker, M., & Mirasyedioğlu, Ş. (2008). Pre-service elementary school teachers’ learning styles and attitudes towards mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 21-26. https://doi.org/10.12973/ejmste/75302
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
  • Ryan, R. M., & Deci, E. L. (2019). Brick by brick: The origins, development, and future of self-determination theory. In A. J. Elliot (Ed.), Advances in Motivation Science (pp. 111-156). https://doi.org/10.1016/bs.adms.2019.01.001
  • Topkaya, E. Z., & Uztosun, M. S. (2012). Choosing teaching as a career: Motivations of pre-service English teachers in Turkey. Journal of Language Teaching & Research, 3(1), 126-134. https://doi.org/10.4304/jltr.3.1.126-134
  • Tulbure, C. (2012). Learning styles, teaching strategies and academic achievement in higher education: A cross-sectional investigation, Procedia - Social and Behavioral Sciences, 33, 398-402. https://doi.org/10.1016/j.sbspro.2012.01.151
  • Uysal, D. (2022). The relationship between academic motivation types and learning styles of pre-service EFL teachers. Sakarya University Journal of Education, 12(3), 591-611. https://doi.org/10.19126/suje.1108158
  • Vallerand, R. J., Pelletier, L., Blais, M., Briere, N., Senecal, C., & Vallieres, E. (1992). The academic motivation scale: a measure of intrinsic motivation, extrinsic motivation, and amotivation in education. Education and Psychological Measurement, 52, 1003–1017. https://doi.org/10.1177/0013164492052004025
  • Yüce, K., Şahin, E.Y., Koçer, Ö. et al. (2013). Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context. Asia Pacific Educational Review, 14, 295–306. https://doi.org/10.1007/s12564-013-9258-9

Academic motivation types and learning styles of students in a faculty of education

Year 2023, Volume: 7 Issue: 4, 931 - 944, 23.10.2023

Derya Uysal

https://doi.org/10.34056/aujef.1302734

Abstract

This paper aimed to report the results of a descriptive correlational study that examined the relationship between academic motivation and learning styles of pre-service teachers. The study’s participants were 574 pre-service teachers at the Faculty of Education, University of Alanya Alaaddin Keykubat. Two research instruments (Academic Motivation Scale and Learning Styles Inventory) were used for collecting the data. Keeping the aim in mind, three hypotheses were formulated and the pearson’s chi-square test was run in SPSS so as to test the possible relationships in the hypotheses. According to the analysis of the data, the first hypothesis was confirmed while the second and third hypotheses were rejected. Thus, the dominant academic motivation type of converger and accommodator pre-service teachers was external regulation while the preservice teachers with assimilating learning styles were more likely to have knowing motivation. Besides, diverger pre-service teachers preferred either “knowing” or “external regulation” academic motivation type. Last, departments of the pre-service teachers did not determine their academic motivation types and learning styles.

Keywords

Pre-service teachers academic motivation learning style self-determination theory experiential learning theory

References

  • Baltaoğlu, M. G., & Güven, M. (2019). Relationship between self-efficacy, learning strategies, and learning styles of teacher candidates (Anadolu University example). South African Journal of Education, 39(2), 1-11. https://doi.org/10.15700/saje.v39n2a1579
  • Balyer, A., & Özcan, K. (2014). Choosing teaching profession as a career: Students' reasons. International Education Studies, 7(5), 104-115. http://dx.doi.org/10.5539/ies.v7n5p104
  • Başöz, T. (2021). “I’ve decided to become an English teacher”: Pre-service EFL teachers’ reasons for choosing teaching as a career. Kastamonu Eğitim Dergisi, 29(5), 813-821. https://doi.org/10.24106/kefdergi.860727
  • Bozkurt, N. (2013). An examination of the links between pre-service teacher's metacognitive level, learning styles and their achievement of history class. Procedia-Social and Behavioral Sciences, 93, 1634-1640. https://doi.org/10.1016/j.sbspro.2013.10.093
  • Calderón, A., Meroño, L., & MacPhail, A. (2020). A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers. European Physical Education Review, 26(1), 241–262. https://doi.org/10.1177/1356336X19850852
  • Curtis, K., & Youngquist, S. T. (2013). Part 21: Categoric analysis: Pearson chi-square test. Air Medical Journal, 32(4), 179-180. https://doi.org/10.1016/j.amj.2013.04.007
  • Ҫakıroğlu, E., & Ҫakıroğlu, J. (2003). Reflections on teacher education in Turkey. European Journal of Teacher Education, 26(2), 253-264. https://doi.org/10.1080/0261976032000088774
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum. http://dx.doi.org/10.1007/978-1-4899-2271-7
  • 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. https://doi.org/10.1207/S15327965PLI1104_01
  • Demir, Z. (2008). Uzaktan eğitim öğrencilerinin akademik güdülenme düzeyleri (SAÜ örneği) (Publication No. 228626). [Yayımlanmamış Yüksek Lisans Tezi], Sakarya Üniversitesi.
  • Elban, M. (2018). Learning styles as the predictor of academic success of the pre-service history teachers. European Journal of Educational Research, 7(3), 659-665. https://doi.org/10.12973/eu-jer.7.3.659
  • Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514-525. https://doi.org/10.1016/j.tate.2011.11.013
  • Gencel, İ. E. (2007). Kolb'un deneyimsel öğrenme kuramına dayalı öğrenme stilleri envanteri-III'ü Türkçeye uyarlama çalışması [Study of adapting learning styles inventory-III based on Kolb's experiential learning theory into Turkish]. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 9(2), 120-139. http://hdl.handle.net/20.500.12397/5475
  • Gencel, İ. E. (2015). Learning styles and problem solving skills of Turkish prospective teachers. International Journal of Progressive Education, 11(2), 39-56.
  • Gencel, İ. E., & Köse, A. (2011). Relationship between the prospective science teachers› learning styles, learning and study strategies and self-efficacy beliefs in science teaching. Journal of Theory and Practice in Education, 7(2), 311-333. http://eku.comu.edu.tr/index/7/2/iegencel_akose.pdf
  • Güven, M., & Kürüm, D. (2008) The relationship between teacher candidates’ learning styles and critical thinking dispositions. Elementary Education Online, 7(1), 53-70.
  • Kaldi, S., & Xafakos, E. (2017). Student teachers' school teaching practice: The relation amongst perceived self-competence, motivation and sources of support. Teaching and Teacher Education, 67, 246-258. https://doi.org/10.1016/j.tate.2017.05.019
  • Kolb, A. Y., & Kolb, D. A. (2009). Experiential Learning Theory: A dynamic, holistic approach to management learning, education and development. In S. J. Armstrong & C. V. Fukami (Eds.), The Sage Handbook of Management Learning, Education and Development (pp. 42-68). Sage Publishing.
  • Kolb, D. A. (1999). The Kolb Learning Style Inventory. Hay Resources Direct.
  • Lappe, J. M. (2000). Taking the mystery out of research: Descriptive correlational design. Orthopaedic Nursing, 19(2), 81.
  • Malmberg, L. E. (2006). Goal-orientation and teacher motivation among teacher applicants and student teachers. Teaching and Teacher Education, 22(1), 58-76. https://doi.org/10.1016/j.tate.2005.07.005
  • McHugh, M. L. (2013). The chi-square test of independence. Biochemia Medica, 23(2), 143- 149. https://doi.org/10.11613/BM.2013.018
  • Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144. https://doi.org/10.1177/1477878509104318
  • Özder, H., & Motorcan, A. (2013). An analysis of teacher candidates’ academic motivation levels with respect to several variables. British Journal of Arts and Social Sciences, 15(1), 42-53. http://www.bjournal.co.uk/BJASS.aspx
  • Özgür, S. D., Temel, S. & Yilmaz, A. (2012). The effect of learning styles of preservice chemistry teachers on their perceptions of problem solving skills and problem solving achievements, Procedia - Social and Behavioral Sciences, 46, 1450-1454. https://doi.org/10.1016/j.sbspro.2012.05.319
  • Öztürk, G, Aydın, B. (2019). English language teacher education in Turkey: Why do we fail and what policy reforms are needed?. Anadolu Journal of Educational Sciences International (AJESI), 9(1), 181-213. https://doi.org/10.18039/ajesi.520842
  • Peker, M., & Mirasyedioğlu, Ş. (2008). Pre-service elementary school teachers’ learning styles and attitudes towards mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 21-26. https://doi.org/10.12973/ejmste/75302
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
  • Ryan, R. M., & Deci, E. L. (2019). Brick by brick: The origins, development, and future of self-determination theory. In A. J. Elliot (Ed.), Advances in Motivation Science (pp. 111-156). https://doi.org/10.1016/bs.adms.2019.01.001
  • Topkaya, E. Z., & Uztosun, M. S. (2012). Choosing teaching as a career: Motivations of pre-service English teachers in Turkey. Journal of Language Teaching & Research, 3(1), 126-134. https://doi.org/10.4304/jltr.3.1.126-134
  • Tulbure, C. (2012). Learning styles, teaching strategies and academic achievement in higher education: A cross-sectional investigation, Procedia - Social and Behavioral Sciences, 33, 398-402. https://doi.org/10.1016/j.sbspro.2012.01.151
  • Uysal, D. (2022). The relationship between academic motivation types and learning styles of pre-service EFL teachers. Sakarya University Journal of Education, 12(3), 591-611. https://doi.org/10.19126/suje.1108158
  • Vallerand, R. J., Pelletier, L., Blais, M., Briere, N., Senecal, C., & Vallieres, E. (1992). The academic motivation scale: a measure of intrinsic motivation, extrinsic motivation, and amotivation in education. Education and Psychological Measurement, 52, 1003–1017. https://doi.org/10.1177/0013164492052004025
  • Yüce, K., Şahin, E.Y., Koçer, Ö. et al. (2013). Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context. Asia Pacific Educational Review, 14, 295–306. https://doi.org/10.1007/s12564-013-9258-9
There are 34 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Derya Uysal 0000-0001-5393-5211

Publication Date October 23, 2023
Published in Issue Year 2023 Volume: 7 Issue: 4

Cite

APA Uysal, D. (2023). Academic motivation types and learning styles of students in a faculty of education. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 7(4), 931-944. https://doi.org/10.34056/aujef.1302734
AMA Uysal D. Academic motivation types and learning styles of students in a faculty of education. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. October 2023;7(4):931-944. doi:10.34056/aujef.1302734
Chicago Uysal, Derya. “Academic Motivation Types and Learning Styles of Students in a Faculty of Education”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7, no. 4 (October 2023): 931-44. https://doi.org/10.34056/aujef.1302734.
EndNote Uysal D (October 1, 2023) Academic motivation types and learning styles of students in a faculty of education. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7 4 931–944.
IEEE D. Uysal, “Academic motivation types and learning styles of students in a faculty of education”, Anadolu Üniversitesi Eğitim Fakültesi Dergisi, vol. 7, no. 4, pp. 931–944, 2023, doi: 10.34056/aujef.1302734.
ISNAD Uysal, Derya. “Academic Motivation Types and Learning Styles of Students in a Faculty of Education”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7/4 (October 2023), 931-944. https://doi.org/10.34056/aujef.1302734.
JAMA Uysal D. Academic motivation types and learning styles of students in a faculty of education. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2023;7:931–944.
MLA Uysal, Derya. “Academic Motivation Types and Learning Styles of Students in a Faculty of Education”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, vol. 7, no. 4, 2023, pp. 931-44, doi:10.34056/aujef.1302734.
Vancouver Uysal D. Academic motivation types and learning styles of students in a faculty of education. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2023;7(4):931-44.
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