Abstract
ABSTRACT
Studies researching second/foreign language (L2) motivation have mainly focused on the students' motivation to learn. They yielded interesting results which should be considered in the process of teaching. However, studies limited in number have attempted to shed light on teachers' motivation to teach which is very crucial in the process of learning. Thus, the aim of this study was to explore the goal orientations of in-service English instructors at various Turkish universities to reflect upon their motivational profiles. The data of study were derived from 61 (F=43; M=18) instructors of English who responded to the Measure of Achievement Goal Orientations which comprised items about distinct mastery, ability-approach, ability-avoidance, and work-avoidance goal orientations, and a demographic questionnaire. The findings of the study showed that Turkish in-service ELT instructors have a high degree of mastery goal orientation (M= 4.18; SD= 0.62). There was a significant negative correlation between mastery goal orientation and work-avoidance goal orientation (p < 0.01) and there was a significant positive correlation between ability-avoidance goal orientation and work-avoidance (p < 0.01). In addition, non-parametric analyses comparing English instructors' gender, degree, age and the university they work with instructors' goal orientations yielded only one significant difference. Mann Whitney U-test showed that English instructors who have Bachelor of Arts (BA) diploma adopt more ability-avoidance goal orientations than Master of Arts (MA) holders (p<0.05).
References
- Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
- Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.
- Butler, R. (2007). Teachers’ achievement goal orientations and associations with teachers’ help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241-252. doi: 10.1037/0022-0663.99.2.241.
- Butler, R., & Shibaz, L. (2008). Achievement goals for teaching as predictors of students’ perceptions of instructional practices and students’ help seeking and cheating. Learning and Instruction, 18(5), 453-467. doi:10.1016/j.learninstruc.2008.06.004.
- De Jesus, S.N., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology: An International Review, 54(1), 119-134.
- Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behaviour. New York, NY: Plenum.
- Dowson, M., & McInerney, D.M. (2001). Psychological parameters of students’ social and work avoidance goals: A qualitative investigation. Journal of Educational Psychology, 93(1), 35-42. doi: 10.1037/0022-0663.93.1.35.
- Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040- 1048.
- Dweck, C.S., & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
- Elliot, A.J. (1997). Integrating the "classic" and "contemporary" approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In P. R. Pintrich & M. Maehr (Eds.), Advances in motivation and achievement (Vol. 10, pp. 243-279). Greenwich, CT: JAI Press.
- Elliot, A.J., & Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232.
- Elliott, E.S., & Dweck, C.S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12.
- Elliot, A.J., & Harackiewicz, J.M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461- 475.
- Elliot, A.J., & McGregor, H.A. (2001). A 2 X 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519. doi:10.1037/0022-3514.80.3.501.
- Fryer J.W., & Elliot A.J. (2008). Self-regulation of achievement goal pursuit. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications. (pp. 53-75). New York, NY: Lawrence Erlbaum Associates.
- Kaplan, A., & Maehr, M.L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19(2), 141-184. doi: 10.1007/s10648-006-9012-5.
- Maehr, M.L., & Midgley, C. (1991). Enhancing student motivation: A schoolwide approach. Educational Psychologist, 26(3/4), 399-427.
- Malmberg, L. (2006). Goal-orientation and teacher motivation among teacher applicants and student teachers. Teaching and Teacher Education, 22(1), 58-76. doi:10.1016/j.tate.2005.07.005.
- Malmberg, L. (2008). Student teachers’ achievement goal orientations during teacher studies: Antecedents, correlates and outcomes. Learning and Instruction, 18(5), 438-452. doi:10.1016/j.learninstruc.2008.06.003.
- Nitsche, S., Dickhäuser, O., Fasching, M.S., & Dresel, M. (2011). Rethinking teachers’ goal orientations: Conceptual and methodological enhancements. Learning and Instruction, 21(4), 574-586. doi:10.1016/j.learninstruc.2010.12.001.
- Pintrich, P.R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555. doi: 10.1037/0022- 0663.92.3.544.
- Pintrich, P.R., & Schunk, D.H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, New Jersey: Prentice-Hall.
- Retelsdorf, J., Butler, R., Streblow, L., & Schiefele, U. (2010). Teachers goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout. Learning and Instruction, 20(1), 30-46. doi:10.1016/j.learninstruc.2009.01.001.
- Retelsdorf, J., & Günther, C. (2011). Achievement goals for teaching and teacher reference norms: Relations with instructional practices. Teaching and Teacher Education, 27(7), 1111-1119. doi:10.1016/j.tate.2011.05.00
- Schunk, D.H., Pintrich, P.R., & Meece, J.L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, New Jersey: Prentice-Hall.
- Watt, H.M.G. & Richardson, P.W. (2008). Motivation for teaching. Learning and Instruction, 18(5), 405- 407. doi:10.1016/j.learninstruc.2008.06.009.
- Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573.
- Wigfield, A., & Eccles, J.S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. doi:10.1006/ceps.1999.101.
Abstract
İkinci/Yabancı dil motivasyonunu araştıran çalışmalar temel olarak öğrencilerin öğrenme motivasyonlarına odaklanmışlardır. Bu çalışmalar öğretme sürecinde göz önünde bulundurulması gereken ilginç sonuçlar ortaya çıkartmışlardır. Ancak sınırlı sayıda çalışma öğrenme sürecinde çok önemli olan öğretmenlerin öğretme motivasyonuna ışık tutmaya çalışmıştır. Bununla beraber, öğretmen motivasyonunu amaca yönelim bakış açısı ile inceleyen çalışma sayısı da oldukça sınırlıdır. Ayrıca, yapılan alanyazın taramasının sonuçlarına göre Türkiye'de amaca yönelim teorisinin öğretmen motivasyonunu belirlemek için kullanılmadığı görülmüştür. Bu yüzden, bu çalışmanın amacı Türkiye'de çeşitli üniversitelerde çalışmakta olan İngilizce okutmanlarının motivasyon profillerini belirlemek için onların amaca yönelimlerini incelemektir. Yöntem: Bu çalışmanın verisi 61 (K= 43; B=18) İngilizce okutmanının ayrı ayrı öğrenme, yetenek-yaklaşım, yetenek-kaçınma ve görev- kaçınma amaca yönelimleri ile ilgili maddeler içeren Başarı Amaca Yönelim Ölçeği ve demografik anketine verdiği bilgilerden oluşmaktadır. Çalışmanın katılımcıları Türkiyedeki 5 devlet üniversitesinde çalışan İngilizce okutmanlarıdır. Katılımcılara anketler 2010-2011 eğitim yılında daha önce her bir üniversiteden belirlenen temas kişisi tarafından ulaştırılmış ve anketler doldurulduktan sonra tekrar araştırmacılara geri gönderilmiştir. Toplanan veri SPSS istatistik programı kullanılarak betimsel istatistik, korelasyon ve parametrik olmayan istatistik analizleri ile çözümlenmiştir. Bulgular: Çalışmanın bulguları Türk İngilizce okutmanlarının yüksek derecede öğrenme amaca yönelimine sahip olduklarını göstermiştir (O= 4.18; SS= 0.62). Öğrenme amaca yönelimi ve görev-kaçınma amaca yönelimi arasında önemli olumsuz korelasyon; yetenek-kaçınma ve görev- kaçınma amaç yönelimleri arasında önemli olumlu korelasyon vardır (p < 0.01). Ayrıca, İngilizce okutmanlarının cinsiyet, diploma derecesi, yaş ve çalıştıkları üniversiteleri amaca yönelimleri ile karşılaştıran parametrik olmayan analizler sadece bir tane önemli sonuç ortaya çıkartmıştır. Mann Whitney U-testi lisans derecesine sahip İngilizce okutmanlarının yüksek lisans derecesine sahip meslektaşlarına göre daha fazla yetenek- kaçınma amaca yönelimine sahip olduklarını göstermiştir. Öneriler: Dil öğretme dil öğrenme gibi çaba gerektiren bir iş olduğundan daha çok çaba gösterdiği bulgularla ortaya konulan öğrenme amaca yöneliminin önemi öğretmenlere ve okutmanlara anlatılmalı ve bu yönelime sahip olmalarının ne kadar önemli olduğu vurgulanmalıdır. Ayrıca, lisans ya da yüksek lisans mezunu olmanın amaca yönelim üzerindeki etkilerinden dolayı lisansüstü eğitime devam etme yönünde okutmanlar teşvik edilmelidir.
References
- Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
- Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267.
- Butler, R. (2007). Teachers’ achievement goal orientations and associations with teachers’ help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241-252. doi: 10.1037/0022-0663.99.2.241.
- Butler, R., & Shibaz, L. (2008). Achievement goals for teaching as predictors of students’ perceptions of instructional practices and students’ help seeking and cheating. Learning and Instruction, 18(5), 453-467. doi:10.1016/j.learninstruc.2008.06.004.
- De Jesus, S.N., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology: An International Review, 54(1), 119-134.
- Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behaviour. New York, NY: Plenum.
- Dowson, M., & McInerney, D.M. (2001). Psychological parameters of students’ social and work avoidance goals: A qualitative investigation. Journal of Educational Psychology, 93(1), 35-42. doi: 10.1037/0022-0663.93.1.35.
- Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040- 1048.
- Dweck, C.S., & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
- Elliot, A.J. (1997). Integrating the "classic" and "contemporary" approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In P. R. Pintrich & M. Maehr (Eds.), Advances in motivation and achievement (Vol. 10, pp. 243-279). Greenwich, CT: JAI Press.
- Elliot, A.J., & Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232.
- Elliott, E.S., & Dweck, C.S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12.
- Elliot, A.J., & Harackiewicz, J.M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461- 475.
- Elliot, A.J., & McGregor, H.A. (2001). A 2 X 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519. doi:10.1037/0022-3514.80.3.501.
- Fryer J.W., & Elliot A.J. (2008). Self-regulation of achievement goal pursuit. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications. (pp. 53-75). New York, NY: Lawrence Erlbaum Associates.
- Kaplan, A., & Maehr, M.L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19(2), 141-184. doi: 10.1007/s10648-006-9012-5.
- Maehr, M.L., & Midgley, C. (1991). Enhancing student motivation: A schoolwide approach. Educational Psychologist, 26(3/4), 399-427.
- Malmberg, L. (2006). Goal-orientation and teacher motivation among teacher applicants and student teachers. Teaching and Teacher Education, 22(1), 58-76. doi:10.1016/j.tate.2005.07.005.
- Malmberg, L. (2008). Student teachers’ achievement goal orientations during teacher studies: Antecedents, correlates and outcomes. Learning and Instruction, 18(5), 438-452. doi:10.1016/j.learninstruc.2008.06.003.
- Nitsche, S., Dickhäuser, O., Fasching, M.S., & Dresel, M. (2011). Rethinking teachers’ goal orientations: Conceptual and methodological enhancements. Learning and Instruction, 21(4), 574-586. doi:10.1016/j.learninstruc.2010.12.001.
- Pintrich, P.R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555. doi: 10.1037/0022- 0663.92.3.544.
- Pintrich, P.R., & Schunk, D.H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, New Jersey: Prentice-Hall.
- Retelsdorf, J., Butler, R., Streblow, L., & Schiefele, U. (2010). Teachers goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout. Learning and Instruction, 20(1), 30-46. doi:10.1016/j.learninstruc.2009.01.001.
- Retelsdorf, J., & Günther, C. (2011). Achievement goals for teaching and teacher reference norms: Relations with instructional practices. Teaching and Teacher Education, 27(7), 1111-1119. doi:10.1016/j.tate.2011.05.00
- Schunk, D.H., Pintrich, P.R., & Meece, J.L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, New Jersey: Prentice-Hall.
- Watt, H.M.G. & Richardson, P.W. (2008). Motivation for teaching. Learning and Instruction, 18(5), 405- 407. doi:10.1016/j.learninstruc.2008.06.009.
- Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573.
- Wigfield, A., & Eccles, J.S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. doi:10.1006/ceps.1999.101.
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Educational Sciences and Sciences of Field Education |
| Authors | |
| Publication Date | April 16, 2012 |
| Published in Issue | Year 2012Volume: 3 Issue: 2 |
This journal uses a CC BY-NC-SA license.
[email protected] http://www.e-ijer.com Address: Ege University Faculty of Education İzmir/Türkiye