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The Moderation Role of Social and Emotional Learning on the Effect of School Engagement on Motivation

Year 2022, Volume: 4 Issue: 2, 334 - 352, 26.06.2022
https://doi.org/10.47793/hp.1113429

Abstract

In addition to the academic development of the students, their social, emotional and physical developments are also supported in the school environment. For this reason, students' levels of school engagement significantly affect their academic, social and emotional development. School psychological counselors have an important role to play in increasing students' school engagement, as well as all teachers. In this study, it was aimed to examine the moderation effect of social and emotional learning relationship between school engagement and student motivation on adolescent. 303 adolescents [146 female (48.2%) and 157 male (51.8%)] were participated in the study. The School Engagement Scale, The Educational Motivation Scale, The Social and Emotional Learning Scale and the personal information form were used as data collection tools in the study. As a result of the research, when school engagement level increases, student motivation level also increases. The moderator effect of social and emotional learning on the relationships between school engagement and motivation was statistically significant. According to the results of the research, it was found that the relationship between school engagement and motivation was stronger in students with low social-emotional learning levels. All the findings were discussed in the light of the literature.

References

  • Ağırkan, M. (2021). Ergenlerde sosyal ve duygusal öğrenmenin incelenmesi [Yayımlanmamış doktora tezi]. Hacettepe Üniversitesi.
  • Akbaba, S. (2006). Eğitimde motivasyon. Kazım Karabekir Eğitim Fakültesi Dergisi, 13, 343-361.
  • Aksoy, Ö. N. (2020). Ergenlerin sosyal duygusal öğrenme düzeylerinin incelenmesi. İnsan ve Sosyal Bilimler Dergisi, 3(1), 576-590.
  • Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427-445. https://doi.org/10.1016/j.jsp.2006.04.002
  • Boiché, J., & Sarrazin, P. (2007). Motivation autodéterminée, perceptions de conflit et d’instrumentalité et assiduité envers la pratique d’une activité physique: une étude prospective sur six mois. Psychologie Française, 52, 417-430. https://doi.org/10.1016/j.psfr.2007.02.002
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2015). Bilimsel araştırma yöntemleri (19. Baskı). Pegem Akademi.
  • Büyüköztürk, Ş. (2016). Sosyal bilimler için veri analizi el kitabı istatistik, araştırma deseni SPSS uygulamaları ve yorum (22. Baskı). Pegem Akademi.
  • Cemalcılar, Z. (2010). Schools as socialization contexts: Understanding the impact of school climate factors on students’ sense of school belonging. Applied Psychology: an International Review, 59(2), 243-272. https://doi.org/10.1111/j.1464-0597.2009.00389.x
  • Chase, P. A., Hilliard, L. J., Geldhof, G. J., Warren, D. J., & Lerner, R. M. (2014). Academic achievement in the high school years: the changing role of school engagement. Journal of Youth and Adolescence, 43(6), 884-896. https://doi.org/10.1007/s10964-013-0085-4
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2005). Safe and sound: an educational leader’s guide to evidence-based social and emotional learning (SEL) Programs, Illinois Edition.
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2020). CASEL’s SEL framework: what are the core competence areas and where are they promoted?
  • Çengel, M., Totan, T. ve Çöğmen, S. (2017). Okula Bağlılık Ölçeğinin Türkçeye uyarlanması. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 1820-1837. https://doi.org/10.17240/aibuefd.2017.17.32772-363966
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları (3. Baskı). Pegem Akademi.
  • Dolzan, M., Sartori, R., Charkhabi, M., & De Paola, F. (2015). The effect of school engagement on health risk behaviours among high school students: testing the mediating role of self-efficacy. Procedia-Social and Behavioral Sciences, 205, 608 613. https://doi.org/10.1016/j.sbspro.2015.09.091
  • Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40(12), 1649-1660. https://doi.org/10.1007/s10964-011-9647-5
  • Duchesne, S., & Larose, S. (2007). Adolescent parental attachment and academic motivation and performance in early adolescence. Journal of Applied Social Psychology, 37(7), 1501-1521. https://doi.org/10.1111/j.1559-1816.2007.00224.x
  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: a meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
  • Durualp, E. (2014). Ergenlerin sosyal duygusal öğrenme becerilerinin cinsiyet ve sınıfa göre incelenmesi. International Journal of Social Science, 26, 13-25.
  • Erdoğdu, M. Y., ve Yüzbaş, D. (2018). Lise öğrencilerinin okula bağlılık ile genel öz-yeterlilik düzeyleri arasındaki ilişki. Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 32(3), 205-227.
  • Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-142. https://doi.org/10.2307/1170412
  • Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82(2), 221-234. https://doi.org/10.1037/0021-9010.82.2.221
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60-71. https://doi.org/10.1080/00220973.1993.9943831
  • Greene, B. A., & DeBacker, T. K. (2004). Gender and orientations toward the future: links to motivation. Educational Psychology Review, 16(2), 91-120. https://doi.org/10.1023/B:EDPR.0000026608.50611.b4
  • Gül, K. C. (2019). Ortaokul öğrencilerinde okul bağlılığı, sosyal duygusal öğrenme becerileri ve akademik öz-yeterlik arasındaki ilişkiler [Yayımlanmamış Yüksek Lisans Tezi]. Ankara Üniversitesi.
  • Gündoğdu, F. K., & Asan, U. (2019). Measuring the Impact of University Service Quality on Academic Motivation and University Engagement of Students. In Industrial Engineering in the Big Data Era (pp. 321-334). Springer, Cham.
  • Hayes, A. F., & Rockwood, N. J. (2017). Regression-based statistical mediation and moderation analysis in clinical research: observations, recommendations, and implementation. Behaviour Research and Therapy, 98, 39-57. https://doi.org/10.1016/j.brat.2016.11.001
  • Jimerson, S. R., Campos, E., & Greif, J. L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. The California School Psychologist, 8(1), 7-27. https://doi.org/10.1007/BF03340893
  • Kabakçı, Ö. F. ve Totan, T. (2013). Sosyal ve Duygusal Öğrenme Becerilerinin Çok Boyutlu Yaşam Doyumuna ve Umuda Etkisi. Kuramsal Eğitimbilim Dergisi, 6(1), 40-61
  • Kaluç, F. B. (2021). Okulda motivasyon. M. Öztabak (Ed.). Okulda değişim içinde (s. 82-91). TDE Yayınları. https://doi.org/10.51448/tdk.001
  • Kara, A. (2008). İlköğretim Birinci Kademede Eğitimde Motivasyon Ölçeğinin Türkçeye uyarlanması. Ege Eğitim Dergisi, 9(2), 59-78.
  • Libbey, H. P. (2004). Measuring student relationships to school: attachment, bonding, connectedness, and engagement. Journal of School Health, 74, 274–283. https://doi.org/10.1111/j.1746-1561.2004.tb08284.x
  • Long, J. F., Monoi, S., Harper, B., Knoblauch, D., & Murphy, P. K. (2007). Academic motivation and achievement among urban adolescents. Urban Education, 42, 196-222. https://doi.org/10.1177/0042085907300447
  • Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44(5), 351-373. https://doi.org/10.1016/j.jsp.2006.04.005
  • Morgan, G.A., Barrett, K.C., Leech, N.L., & Gloeckner, G.W. (2011). IBM SPSS for introductory statistics. Use and interpetation (6. Baskı). Routledge.
  • Mosher, R., & McGowan, B. (1985). Assessing student engagement in secondary schools: Alternative conceptions, strategies of assessing, and instruments. Research and Development Center.
  • Norris, J. A. (2003). Looking at classroom management through a Social and Emotional Learning lens. Theory Into Practice, 42(4), 313-318. https://doi.org/10.1207/s15430421tip4204_8
  • Öncül, R. (2000). Eğitim ve eğitim bilimleri sözlüğü. MEB Yayınları.
  • Özdemir, Y. (2015). Ortaokul öğrencilerinde okul tükenmişliği: Ödev, okula bağlılık ve akademik motivasyonun rolü. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 6(1), 27-35.
  • R Core Team (2019). R: a Language and environment for statistical computing. (Version 3.6) [Computer software]. Retrieved from https://cran.r-project.org/.
  • Rigby, C. S., Deci, E. L., Patrick, B. C., & Ryan, R. M. (1992). Beyond the intrinsic – extrinsic dichotomy, self – determination in motivation and learning. Motivation and Emotion, 16(3), 165-185. https://doi.org/10.1007/BF00991650
  • Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: a qualitative case study. Journal of Education and Learning, 1(2), 252-267. https://doi.org/10.5539/jel.v1n2p252
  • Scales, P. C. (2005). Developmental assets and the middle school counselor. Professional School Counseling, 9(2), 104-111.
  • Seker, S. E. (2015). Motivasyon teorisi. YBS Ansiklopedi, 2, 22-23.
  • Simons Morton, B., & Chen, R. (2009). Peer and parent influences on school engagement among early adolescents. Youth & Society, 41(1), 3-25. https://doi.org/10.1177/0044118X09334861
  • Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: reciprocal effects of teacher behavior and student engagement across the school year. Journal of educational psychology, 85(4), 571-581. https://doi.org/10.1037/0022-0663.85.4.571
  • Slavin, R. E. (2015). Eğitim psikolojisi kuram ve uygulama. (G. Yüksel, Çev.). (10. Baskı). Nobel Akademik Yayıncılık.
  • The Jamovi Project (2022). Jamovi. (Version 2.2.5) [Computer Software]. 18.01.2022 tarihinde https://www.jamovi.org adresinden alınmıştır.
  • Totan, T. (2018). Ergenlerde Sosyal ve Duygusal Öğrenme Ölçeğinin geliştirilmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 48(48), 41-58. https://doi.org/10.15285/maruaebd.393209
  • Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23. https://doi.org/10.1016/j.learninstruc.2013.04.002
  • Wang, M. T., & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Development, 85(2), 722-737. https://doi.org/10.1111/cdev.12138
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  • Viau, R. (2015). Okullarda motivasyon. Okulda güdülenme ve güdülenmeyi öğrenme (Çev. Y. Budak). Anı Yayıncılık.
  • Yang, C., Bear, G. G., & May, H. (2018). Multilevel associations between school-wide social–emotional learning approach and student engagement across elementary, middle, and high schools. School Psychology Review, 47(1), 45-61. https://doi.org/10.17105/SPR-2017-0003.V47-1
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Okula Bağlılığın Motivasyona Olan Etkisinde Sosyal ve Duygusal Öğrenmenin Düzenleyici Rolü

Year 2022, Volume: 4 Issue: 2, 334 - 352, 26.06.2022
https://doi.org/10.47793/hp.1113429

Abstract

Öğrencilerin akademik gelişimlerinin yanı sıra sosyal, duygusal ve fiziksel gelişimleri de okul ortamında desteklenmektedir. Bu nedenle öğrencilerin okula bağlılık düzeyleri onların akademik, sosyal ve duygusal gelişimlerini önemli düzeyde etkilemektedir. Öğrencilerin okula bağlılığını artırmada tüm öğretmenlere olduğu gibi okul psikolojik danışmanlarına da önemli bir rol düşmektedir. Bu araştırmada ergenlerde okula bağlılığın öğrenci motivasyonuna nasıl bir etkisinin olduğuyla bu etkide sosyal ve duygusal öğrenmenin düzenleyici etkisinin incelenmesi amaçlanmıştır. Araştırmaya 303 ergen [146 kız (%48.2) ve 157 erkek (%51.8)] katılmıştır. Araştırmada veri toplama araçları olarak Okula Bağlılık Ölçeği, Eğitimde Motivasyon Ölçeği, Ergenlerde Sosyal ve Duygusal Öğrenme Ölçeği ve Kişisel Bilgi Formu kullanılmıştır. Araştırma sonucuna göre okula bağlılık arttıkça öğrenci motivasyonu da artmaktadır. Okul bağlılığının motivasyona olan etkisinde sosyal ve duygusal öğrenmenin düzenleyici etkisi istatistiksel olarak anlamlıdır. Araştırma sonuçlarına göre okula bağlılık ve motivasyon arasındaki ilişkinin sosyal ve duygusal öğrenme düzeyi düşük olan öğrencilerde daha güçlü olduğuna ulaşılmıştır. Elde edilen tüm bulgular alanyazın ışığında tartışılmıştır.

References

  • Ağırkan, M. (2021). Ergenlerde sosyal ve duygusal öğrenmenin incelenmesi [Yayımlanmamış doktora tezi]. Hacettepe Üniversitesi.
  • Akbaba, S. (2006). Eğitimde motivasyon. Kazım Karabekir Eğitim Fakültesi Dergisi, 13, 343-361.
  • Aksoy, Ö. N. (2020). Ergenlerin sosyal duygusal öğrenme düzeylerinin incelenmesi. İnsan ve Sosyal Bilimler Dergisi, 3(1), 576-590.
  • Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427-445. https://doi.org/10.1016/j.jsp.2006.04.002
  • Boiché, J., & Sarrazin, P. (2007). Motivation autodéterminée, perceptions de conflit et d’instrumentalité et assiduité envers la pratique d’une activité physique: une étude prospective sur six mois. Psychologie Française, 52, 417-430. https://doi.org/10.1016/j.psfr.2007.02.002
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2015). Bilimsel araştırma yöntemleri (19. Baskı). Pegem Akademi.
  • Büyüköztürk, Ş. (2016). Sosyal bilimler için veri analizi el kitabı istatistik, araştırma deseni SPSS uygulamaları ve yorum (22. Baskı). Pegem Akademi.
  • Cemalcılar, Z. (2010). Schools as socialization contexts: Understanding the impact of school climate factors on students’ sense of school belonging. Applied Psychology: an International Review, 59(2), 243-272. https://doi.org/10.1111/j.1464-0597.2009.00389.x
  • Chase, P. A., Hilliard, L. J., Geldhof, G. J., Warren, D. J., & Lerner, R. M. (2014). Academic achievement in the high school years: the changing role of school engagement. Journal of Youth and Adolescence, 43(6), 884-896. https://doi.org/10.1007/s10964-013-0085-4
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2005). Safe and sound: an educational leader’s guide to evidence-based social and emotional learning (SEL) Programs, Illinois Edition.
  • Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2020). CASEL’s SEL framework: what are the core competence areas and where are they promoted?
  • Çengel, M., Totan, T. ve Çöğmen, S. (2017). Okula Bağlılık Ölçeğinin Türkçeye uyarlanması. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 1820-1837. https://doi.org/10.17240/aibuefd.2017.17.32772-363966
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları (3. Baskı). Pegem Akademi.
  • Dolzan, M., Sartori, R., Charkhabi, M., & De Paola, F. (2015). The effect of school engagement on health risk behaviours among high school students: testing the mediating role of self-efficacy. Procedia-Social and Behavioral Sciences, 205, 608 613. https://doi.org/10.1016/j.sbspro.2015.09.091
  • Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40(12), 1649-1660. https://doi.org/10.1007/s10964-011-9647-5
  • Duchesne, S., & Larose, S. (2007). Adolescent parental attachment and academic motivation and performance in early adolescence. Journal of Applied Social Psychology, 37(7), 1501-1521. https://doi.org/10.1111/j.1559-1816.2007.00224.x
  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: a meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
  • Durualp, E. (2014). Ergenlerin sosyal duygusal öğrenme becerilerinin cinsiyet ve sınıfa göre incelenmesi. International Journal of Social Science, 26, 13-25.
  • Erdoğdu, M. Y., ve Yüzbaş, D. (2018). Lise öğrencilerinin okula bağlılık ile genel öz-yeterlilik düzeyleri arasındaki ilişki. Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 32(3), 205-227.
  • Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-142. https://doi.org/10.2307/1170412
  • Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82(2), 221-234. https://doi.org/10.1037/0021-9010.82.2.221
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60-71. https://doi.org/10.1080/00220973.1993.9943831
  • Greene, B. A., & DeBacker, T. K. (2004). Gender and orientations toward the future: links to motivation. Educational Psychology Review, 16(2), 91-120. https://doi.org/10.1023/B:EDPR.0000026608.50611.b4
  • Gül, K. C. (2019). Ortaokul öğrencilerinde okul bağlılığı, sosyal duygusal öğrenme becerileri ve akademik öz-yeterlik arasındaki ilişkiler [Yayımlanmamış Yüksek Lisans Tezi]. Ankara Üniversitesi.
  • Gündoğdu, F. K., & Asan, U. (2019). Measuring the Impact of University Service Quality on Academic Motivation and University Engagement of Students. In Industrial Engineering in the Big Data Era (pp. 321-334). Springer, Cham.
  • Hayes, A. F., & Rockwood, N. J. (2017). Regression-based statistical mediation and moderation analysis in clinical research: observations, recommendations, and implementation. Behaviour Research and Therapy, 98, 39-57. https://doi.org/10.1016/j.brat.2016.11.001
  • Jimerson, S. R., Campos, E., & Greif, J. L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. The California School Psychologist, 8(1), 7-27. https://doi.org/10.1007/BF03340893
  • Kabakçı, Ö. F. ve Totan, T. (2013). Sosyal ve Duygusal Öğrenme Becerilerinin Çok Boyutlu Yaşam Doyumuna ve Umuda Etkisi. Kuramsal Eğitimbilim Dergisi, 6(1), 40-61
  • Kaluç, F. B. (2021). Okulda motivasyon. M. Öztabak (Ed.). Okulda değişim içinde (s. 82-91). TDE Yayınları. https://doi.org/10.51448/tdk.001
  • Kara, A. (2008). İlköğretim Birinci Kademede Eğitimde Motivasyon Ölçeğinin Türkçeye uyarlanması. Ege Eğitim Dergisi, 9(2), 59-78.
  • Libbey, H. P. (2004). Measuring student relationships to school: attachment, bonding, connectedness, and engagement. Journal of School Health, 74, 274–283. https://doi.org/10.1111/j.1746-1561.2004.tb08284.x
  • Long, J. F., Monoi, S., Harper, B., Knoblauch, D., & Murphy, P. K. (2007). Academic motivation and achievement among urban adolescents. Urban Education, 42, 196-222. https://doi.org/10.1177/0042085907300447
  • Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44(5), 351-373. https://doi.org/10.1016/j.jsp.2006.04.005
  • Morgan, G.A., Barrett, K.C., Leech, N.L., & Gloeckner, G.W. (2011). IBM SPSS for introductory statistics. Use and interpetation (6. Baskı). Routledge.
  • Mosher, R., & McGowan, B. (1985). Assessing student engagement in secondary schools: Alternative conceptions, strategies of assessing, and instruments. Research and Development Center.
  • Norris, J. A. (2003). Looking at classroom management through a Social and Emotional Learning lens. Theory Into Practice, 42(4), 313-318. https://doi.org/10.1207/s15430421tip4204_8
  • Öncül, R. (2000). Eğitim ve eğitim bilimleri sözlüğü. MEB Yayınları.
  • Özdemir, Y. (2015). Ortaokul öğrencilerinde okul tükenmişliği: Ödev, okula bağlılık ve akademik motivasyonun rolü. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 6(1), 27-35.
  • R Core Team (2019). R: a Language and environment for statistical computing. (Version 3.6) [Computer software]. Retrieved from https://cran.r-project.org/.
  • Rigby, C. S., Deci, E. L., Patrick, B. C., & Ryan, R. M. (1992). Beyond the intrinsic – extrinsic dichotomy, self – determination in motivation and learning. Motivation and Emotion, 16(3), 165-185. https://doi.org/10.1007/BF00991650
  • Saeed, S., & Zyngier, D. (2012). How motivation influences student engagement: a qualitative case study. Journal of Education and Learning, 1(2), 252-267. https://doi.org/10.5539/jel.v1n2p252
  • Scales, P. C. (2005). Developmental assets and the middle school counselor. Professional School Counseling, 9(2), 104-111.
  • Seker, S. E. (2015). Motivasyon teorisi. YBS Ansiklopedi, 2, 22-23.
  • Simons Morton, B., & Chen, R. (2009). Peer and parent influences on school engagement among early adolescents. Youth & Society, 41(1), 3-25. https://doi.org/10.1177/0044118X09334861
  • Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: reciprocal effects of teacher behavior and student engagement across the school year. Journal of educational psychology, 85(4), 571-581. https://doi.org/10.1037/0022-0663.85.4.571
  • Slavin, R. E. (2015). Eğitim psikolojisi kuram ve uygulama. (G. Yüksel, Çev.). (10. Baskı). Nobel Akademik Yayıncılık.
  • The Jamovi Project (2022). Jamovi. (Version 2.2.5) [Computer Software]. 18.01.2022 tarihinde https://www.jamovi.org adresinden alınmıştır.
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There are 55 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Sinan Okur 0000-0002-3439-5907

Fikriye Nur Danacı 0000-0002-8911-0307

Tarik Totan 0000-0001-8859-3338

Publication Date June 26, 2022
Submission Date April 6, 2022
Published in Issue Year 2022 Volume: 4 Issue: 2

Cite

APA Okur, S., Danacı, F. N., & Totan, T. (2022). Okula Bağlılığın Motivasyona Olan Etkisinde Sosyal ve Duygusal Öğrenmenin Düzenleyici Rolü. Humanistic Perspective, 4(2), 334-352. https://doi.org/10.47793/hp.1113429

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Humanistic Perspective - 2019

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