Research Article
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Year 2018, Volume: 14 Issue: 3, 253 - 268, 15.09.2018

Fırat Kanat İshak Kozikoğlu

Abstract

References

  • Abidin, M. J. Z., Pour-Mohammadi, M. & Alzwari, H. (2012). EFL students' attitudes towards learning English language: The case of Libyan secondary school students. Asian Social Science, 8 (2), 119-134.
  • Adigüzel, A., & Orhan, A. (2017). The relation between english learning students' levels of self-regulation and metacognitive skills and their english academic achievements. Journal of Education and Practice, 8(9), 115-125.
  • Al Mamun, A., Rahman, M., Rahman, A. R. & Hossaim, A. A. (2012). Students’ attitudes towards English: The case of life science school of Khulna University. International Review of Social Sciences and Humanities, 3 (1), 200-209.
  • Al Othman, F. H. & Shuqair, K. M. (2013). The impact of motivation on English language learning in the Gulf States. International Journal of Higher Education, 2(4), 123-130.
  • Almarashdeh, H. S. S. (2012). Investigation of self-regulated learning strategies and motivational beliefs in mathematics achievement. Master’s Thesis, Faculty of Education, United Arab Emirates University, Abu Dhabi.
  • Anbarlı-Kırkız, Y. A. (2010). Öğrencilerin İngilizce dersine ait tutumları ile akademik başarıları arasındaki ilişki. Yüksek Lisans Tezi, Sosyal Bilimler Enstitüsü, Trakya Üniversitesi, Edirne.
  • Boekaerts, M. (1999). Self-regulated learning: Where we are today. International journal of educational research, 31(6), 445-457.
  • Bozpolat, E. (2016). Investigation of the self-regulated learning strategies of students from the faculty of education using ordinal logistic regression analysis. Educational Sciences: Theory and Practice, 16(1), 301-318.
  • Büyüköztürk, S., Çakmak, E., Akgün, Ö. E., Karadeniz, S. & Demirel, F. (2012). Bilimsel araştırma yöntemleri (18. baskı). Ankara: Pegem Akademi Yayıncılık.
  • Büyüköztürk, Ş. (2016). Sosyal bilimler için veri analizi el kitabı (22. baskı). Ankara: Pegem Akademi.
  • Canca, D. (2005). Cinsiyete göre üniversite öğrencilerinin kullandıkları bilişsel ve biliş üstü öz düzenleme stratejileri ile akademik başarıları arasındaki ilişkinin incelenmesi. Yüksek Lisans Tezi, Sosyal Bilimler Enstitüsü, Yıldız Teknik Üniversitesi, İstanbul.
  • Cohen, J., Cohen, P., West, S. G. & Aiken, L. S. (2003). Applied multiple correlation/regression analysis for the behavioral sciences (3. press). UK: Taylor & Francis.
  • Collett, P. (2014). Researching self-regulated learning and foreign language learning. Studies in Self-Access Learning Journal, 5(4), 430-442.
  • Demir, M. K.& Budak, H. (2016). İlkokul dördüncü sınıf öğrencilerinin öz düzenleme, motivasyon, biliş üstü becerileri ile matematik dersi başarılarının arasındaki ilişki. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (41), 30-41.
  • Eccles, J. S. & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.
  • Fatemipour, H. & Najafgholikhan, M. (2015). The Impact of self-regulated strategy development on vocabulary learning among English language learners. Mediterranean Journal of Social Sciences, 6(5), 249.
  • Genç, M. (2013). İlköğretim öğrencilerinin sınıf ve cinsiyete göre sınav kaygı düzeylerinin belirlenmesi. Celal Bayar Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(1), 85-95.
  • Güven, B. & Uzman, E. (2006). Ortaöğretim coğrafya dersi tutum ölçeği geliştirme çalışması. Kastamonu Eğitim Dergisi, 14 (2), 527-536.
  • Işık, E. & Taner, Y. I. (2006). Çocuk, Ergen ve Erişkinlerde Anksiyete Bozuklukları. İstanbul: Golden Print.
  • İlhan, D. & Karatas, H. (2015). An analysis on motivational beliefs and attitudes of undergraduates regarding learning English. International Journal of Educational Researchers, 6(2), 1-14.
  • İnal, S., Evin-Gencel, İ. & Saracaloğlu, A. S. (2005). The relation between students’ attitudes toward foreign language and foreign language achievement. Dil Dergisi, 130, 37-52.
  • İrven, Ö. & Şenler, B. (2017). İlkokul 4. sınıf öğrencilerinin fen bilimleri dersine yönelik motivasyonel inançları ve öz-düzenleme becerileri. Trakya University Journal of Social Science, 19(2), 367-379.
  • Karasar, N. (2015). Araştırmalarda rapor hazırlama (19. baskı). Ankara: Nobel Akademik Yayıncılık.
  • Mahmoodi, M. H., Kalantari, B. & Ghaslani, R. (2014). Self-regulated learning (SRL), motivation and language achievement of Iranian EFL learners. Procedia-Social and Behavioral Sciences, 98, 1062-1068..
  • Meral, M., Çolak, E. & Zereyak, E. (2012). The relationship between self-efficacy and academic performance. Procedia-Social and Behavioral Sciences, 46, 1143-1146.
  • Mousoulides, N. & Philippou, G. (2005). Students’ motivational beliefs, self-regulation strategies and mathematics achievement. Psychology of Mathematics Education, 3, 321-328.
  • Nasrollahi-Mouziraji, A. & Birjandi, P. (2016). Motivational beliefs, self-regulation and efl listening achievement: a path analysis. Journal of Teaching Language Skills, 35(3), 91-118.
  • Ocak, G. & Yamac, A. (2013). Examination of the relationships between fifth graders' self-regulated learning strategies, motivational beliefs, attitudes, and achievement. Educational Sciences: Theory and Practice, 13 (1), 380-387.
  • Ongowo, R. O. & Hungi, S. K. (2014). Motivational beliefs and self-regulation in biology learning: Influence of ethnicity, gender and grade level in Kenya. Creative Education, 5, 218-227.
  • Oroujlou, N. & Vahedi, M. (2011). Motivation, attitude, and language learning. Procedia-Social and Behavioral Sciences, 29, 994-1000.
  • Pintrich, P. (2000). The role of goal orientation in self-regulated learning. In: M. Boekaerts, P. Pintrich, & Z. M, Handbook of self-regulation (p. 451-529). San Diego, CA: Academic Press.
  • Pintrich, P. R. & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
  • Rukh, S. A. M. A. R. (2014). Students’ attitude towards English language learning and academic achievement: A case of business students in Punjab. European Academic Research, 2(4), 5596-5612.
  • Sardareh, S. A., Saad, M. R. M. & Boroomand, R. (2012). Self-regulated learning strategies (SRLS) and academic achievement in pre-university EFL learners. California Linguistic Notes, 37(1), 1-35.
  • Smith, A. N. (1971). The importance of attitude in foreign language learning. The Modern Language Journal, 55 (2), 82-88.
  • Soyoğul, E. C. (2015). Students' motivational beliefs and learning strategies: an investigation of the scholar development program. Doktora Tezi, Bilkent Üniversitesi, Ankara.
  • Tsai, H. J. (2015). Exploring college students’ motivational beliefs in ability-grouped English classes in Taiwan. Doctoral Thesis, Durham University, Durham.
  • Turingan, J. P. & Yang, Y. C. (2009). A cross-cultural comparison of self-regulated learning skills between Korean and Filipino college students. Asian Social Science, 5(12), 3-10.
  • Üredi, I. (2005). Algılanan anne baba tutumlarının ilköğretim 8. sınıf öğrencilerinin öz düzenleyici öğrenme stratejileri ve motivasyonel inançları üzerindeki etkisi. Doktora Tezi, Sosyal Bilimler Enstitüsü, Yıldız Teknik Üniversitesi, İstanbul.
  • Üredi, I. & Üredi, L. (2005). İlköğretim 8. sınıf öğrencilerinin öz-düzenleme stratejileri ve motivasyonel inançlarının matematik başarısını yordama gücü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 250-260.
  • Yıldız, D. (2015). 8. sınıf öğrencilerinin bilişüstü farkındalık ve akademik öz yeterlik düzeyleri, motivasyonel inançları ve TEOG sınavı türkçe puanları: Bir yapısal eşitlik modeli denemesi. Tarih Okulu Dergisi, 8 (23), 41-61.
  • Zahidi, A. B. M. (2012). Self-regulation in english language learning: Case studies of six Malaysian undergraduates. Doctoral Thesis, Victoria University of Wellington.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.

The relationship between 8th grade secondary school students' motivational strategies, attitudes and academic achievements concerning English learning

Year 2018, Volume: 14 Issue: 3, 253 - 268, 15.09.2018

Fırat Kanat İshak Kozikoğlu

Abstract





















































Please fill up the following information accurately. (Please
use Times New Roman, 12 pt.

The relationship between 8th grade secondary school students' motivational strategies, attitudes and academic achievements concerning English learning

The purpose of this study is to investigate the relationships among 8th grade secondary school students' self-regulated strategies, motivational beliefs, attitudes towards English course and English academic achievement. In this study, correlational survey method was used. The 949 8th grade secondary school students determined by stratified sampling method formed the sample of the study. In this study, "Motivated Strategies for Learning Questionnaire" and "Attitude Scale for English Course" were used as data collection tools. In this study, Pearson Product Moment Correlation Coefficient and stepwise regression analysis were used for data analysis. As a result of the study, it was found that there is a moderate, positive and significant relationship between students' TEOG English achievement and self-regulation, cognitive strategy, self-efficacy, intrinsic value and attitudes towards English course; and there is a low, positive and significant relationship between students' TEOG English achievement and students' test anxiety. It was found that students' intrinsic goal orientation, self-efficacy perceptions and attitudes towards English course predict 43.9% of the variance in students' self-regulated strategies, while test-anxiety does not significantly predict self-regulated strategies. It was found that the students' self-regulated strategies (self-regulation, cognitive strategies), motivational beliefs (self-efficacy, test anxiety, intrinsic value) and attitudes towards English course can predict 55.2% of the variance of their English academic achievement. In this respect, it may be suggested that teachers and students to be trained on motivational strategies through various training activities and seminars.

Information about Author(s)*

Author 1

Author
(Last name, First name)

 Kanat, Fırat

Affiliated
institution (University)

 Van Yüzüncü Yıl University

Country

 Turkey

Email
address

 firatkanatfk@gmail.com

Department
& Rank

 

Corresponding author (Yes/No)


Write only one corresponding author.

 Yes

Author 2

Author
(Last name, First name)

 Kozikoğlu, İshak

Affiliated
institution (University)

 Van Yüzüncü Yıl University

Country

 Turkey

Email
address

 ishakkozikoglu@hotmail.com

Department
& Rank

 

Corresponding
author (Yes/No)

 

Author 3

Author
(Last name, First name)

 

Affiliated
institution (University)

 

Country

 

Email
address

 

Department
& Rank

 

Corresponding
author (Yes/No)

 

Author 4

Author
(Last name, First name)

 

Affiliated
institution (University)

 

Country

 

Email
address

 

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& Rank

 

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Keywords

Motivational strategies; attitude; self-regulated strategies; English; academic achievement

References

  • Abidin, M. J. Z., Pour-Mohammadi, M. & Alzwari, H. (2012). EFL students' attitudes towards learning English language: The case of Libyan secondary school students. Asian Social Science, 8 (2), 119-134.
  • Adigüzel, A., & Orhan, A. (2017). The relation between english learning students' levels of self-regulation and metacognitive skills and their english academic achievements. Journal of Education and Practice, 8(9), 115-125.
  • Al Mamun, A., Rahman, M., Rahman, A. R. & Hossaim, A. A. (2012). Students’ attitudes towards English: The case of life science school of Khulna University. International Review of Social Sciences and Humanities, 3 (1), 200-209.
  • Al Othman, F. H. & Shuqair, K. M. (2013). The impact of motivation on English language learning in the Gulf States. International Journal of Higher Education, 2(4), 123-130.
  • Almarashdeh, H. S. S. (2012). Investigation of self-regulated learning strategies and motivational beliefs in mathematics achievement. Master’s Thesis, Faculty of Education, United Arab Emirates University, Abu Dhabi.
  • Anbarlı-Kırkız, Y. A. (2010). Öğrencilerin İngilizce dersine ait tutumları ile akademik başarıları arasındaki ilişki. Yüksek Lisans Tezi, Sosyal Bilimler Enstitüsü, Trakya Üniversitesi, Edirne.
  • Boekaerts, M. (1999). Self-regulated learning: Where we are today. International journal of educational research, 31(6), 445-457.
  • Bozpolat, E. (2016). Investigation of the self-regulated learning strategies of students from the faculty of education using ordinal logistic regression analysis. Educational Sciences: Theory and Practice, 16(1), 301-318.
  • Büyüköztürk, S., Çakmak, E., Akgün, Ö. E., Karadeniz, S. & Demirel, F. (2012). Bilimsel araştırma yöntemleri (18. baskı). Ankara: Pegem Akademi Yayıncılık.
  • Büyüköztürk, Ş. (2016). Sosyal bilimler için veri analizi el kitabı (22. baskı). Ankara: Pegem Akademi.
  • Canca, D. (2005). Cinsiyete göre üniversite öğrencilerinin kullandıkları bilişsel ve biliş üstü öz düzenleme stratejileri ile akademik başarıları arasındaki ilişkinin incelenmesi. Yüksek Lisans Tezi, Sosyal Bilimler Enstitüsü, Yıldız Teknik Üniversitesi, İstanbul.
  • Cohen, J., Cohen, P., West, S. G. & Aiken, L. S. (2003). Applied multiple correlation/regression analysis for the behavioral sciences (3. press). UK: Taylor & Francis.
  • Collett, P. (2014). Researching self-regulated learning and foreign language learning. Studies in Self-Access Learning Journal, 5(4), 430-442.
  • Demir, M. K.& Budak, H. (2016). İlkokul dördüncü sınıf öğrencilerinin öz düzenleme, motivasyon, biliş üstü becerileri ile matematik dersi başarılarının arasındaki ilişki. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (41), 30-41.
  • Eccles, J. S. & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.
  • Fatemipour, H. & Najafgholikhan, M. (2015). The Impact of self-regulated strategy development on vocabulary learning among English language learners. Mediterranean Journal of Social Sciences, 6(5), 249.
  • Genç, M. (2013). İlköğretim öğrencilerinin sınıf ve cinsiyete göre sınav kaygı düzeylerinin belirlenmesi. Celal Bayar Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(1), 85-95.
  • Güven, B. & Uzman, E. (2006). Ortaöğretim coğrafya dersi tutum ölçeği geliştirme çalışması. Kastamonu Eğitim Dergisi, 14 (2), 527-536.
  • Işık, E. & Taner, Y. I. (2006). Çocuk, Ergen ve Erişkinlerde Anksiyete Bozuklukları. İstanbul: Golden Print.
  • İlhan, D. & Karatas, H. (2015). An analysis on motivational beliefs and attitudes of undergraduates regarding learning English. International Journal of Educational Researchers, 6(2), 1-14.
  • İnal, S., Evin-Gencel, İ. & Saracaloğlu, A. S. (2005). The relation between students’ attitudes toward foreign language and foreign language achievement. Dil Dergisi, 130, 37-52.
  • İrven, Ö. & Şenler, B. (2017). İlkokul 4. sınıf öğrencilerinin fen bilimleri dersine yönelik motivasyonel inançları ve öz-düzenleme becerileri. Trakya University Journal of Social Science, 19(2), 367-379.
  • Karasar, N. (2015). Araştırmalarda rapor hazırlama (19. baskı). Ankara: Nobel Akademik Yayıncılık.
  • Mahmoodi, M. H., Kalantari, B. & Ghaslani, R. (2014). Self-regulated learning (SRL), motivation and language achievement of Iranian EFL learners. Procedia-Social and Behavioral Sciences, 98, 1062-1068..
  • Meral, M., Çolak, E. & Zereyak, E. (2012). The relationship between self-efficacy and academic performance. Procedia-Social and Behavioral Sciences, 46, 1143-1146.
  • Mousoulides, N. & Philippou, G. (2005). Students’ motivational beliefs, self-regulation strategies and mathematics achievement. Psychology of Mathematics Education, 3, 321-328.
  • Nasrollahi-Mouziraji, A. & Birjandi, P. (2016). Motivational beliefs, self-regulation and efl listening achievement: a path analysis. Journal of Teaching Language Skills, 35(3), 91-118.
  • Ocak, G. & Yamac, A. (2013). Examination of the relationships between fifth graders' self-regulated learning strategies, motivational beliefs, attitudes, and achievement. Educational Sciences: Theory and Practice, 13 (1), 380-387.
  • Ongowo, R. O. & Hungi, S. K. (2014). Motivational beliefs and self-regulation in biology learning: Influence of ethnicity, gender and grade level in Kenya. Creative Education, 5, 218-227.
  • Oroujlou, N. & Vahedi, M. (2011). Motivation, attitude, and language learning. Procedia-Social and Behavioral Sciences, 29, 994-1000.
  • Pintrich, P. (2000). The role of goal orientation in self-regulated learning. In: M. Boekaerts, P. Pintrich, & Z. M, Handbook of self-regulation (p. 451-529). San Diego, CA: Academic Press.
  • Pintrich, P. R. & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
  • Rukh, S. A. M. A. R. (2014). Students’ attitude towards English language learning and academic achievement: A case of business students in Punjab. European Academic Research, 2(4), 5596-5612.
  • Sardareh, S. A., Saad, M. R. M. & Boroomand, R. (2012). Self-regulated learning strategies (SRLS) and academic achievement in pre-university EFL learners. California Linguistic Notes, 37(1), 1-35.
  • Smith, A. N. (1971). The importance of attitude in foreign language learning. The Modern Language Journal, 55 (2), 82-88.
  • Soyoğul, E. C. (2015). Students' motivational beliefs and learning strategies: an investigation of the scholar development program. Doktora Tezi, Bilkent Üniversitesi, Ankara.
  • Tsai, H. J. (2015). Exploring college students’ motivational beliefs in ability-grouped English classes in Taiwan. Doctoral Thesis, Durham University, Durham.
  • Turingan, J. P. & Yang, Y. C. (2009). A cross-cultural comparison of self-regulated learning skills between Korean and Filipino college students. Asian Social Science, 5(12), 3-10.
  • Üredi, I. (2005). Algılanan anne baba tutumlarının ilköğretim 8. sınıf öğrencilerinin öz düzenleyici öğrenme stratejileri ve motivasyonel inançları üzerindeki etkisi. Doktora Tezi, Sosyal Bilimler Enstitüsü, Yıldız Teknik Üniversitesi, İstanbul.
  • Üredi, I. & Üredi, L. (2005). İlköğretim 8. sınıf öğrencilerinin öz-düzenleme stratejileri ve motivasyonel inançlarının matematik başarısını yordama gücü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 250-260.
  • Yıldız, D. (2015). 8. sınıf öğrencilerinin bilişüstü farkındalık ve akademik öz yeterlik düzeyleri, motivasyonel inançları ve TEOG sınavı türkçe puanları: Bir yapısal eşitlik modeli denemesi. Tarih Okulu Dergisi, 8 (23), 41-61.
  • Zahidi, A. B. M. (2012). Self-regulation in english language learning: Case studies of six Malaysian undergraduates. Doctoral Thesis, Victoria University of Wellington.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.
There are 43 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Fırat Kanat This is me

İshak Kozikoğlu

Publication Date September 15, 2018
Published in Issue Year 2018 Volume: 14 Issue: 3

Cite

APA Kanat, F., & Kozikoğlu, İ. (2018). The relationship between 8th grade secondary school students’ motivational strategies, attitudes and academic achievements concerning English learning. Journal of Language and Linguistic Studies, 14(3), 253-268.
AMA Kanat F, Kozikoğlu İ. The relationship between 8th grade secondary school students’ motivational strategies, attitudes and academic achievements concerning English learning. Journal of Language and Linguistic Studies. September 2018;14(3):253-268.
Chicago Kanat, Fırat, and İshak Kozikoğlu. “The Relationship Between 8th Grade Secondary School students’ Motivational Strategies, Attitudes and Academic Achievements Concerning English Learning”. Journal of Language and Linguistic Studies 14, no. 3 (September 2018): 253-68.
EndNote Kanat F, Kozikoğlu İ (September 1, 2018) The relationship between 8th grade secondary school students’ motivational strategies, attitudes and academic achievements concerning English learning. Journal of Language and Linguistic Studies 14 3 253–268.
IEEE F. Kanat and İ. Kozikoğlu, “The relationship between 8th grade secondary school students’ motivational strategies, attitudes and academic achievements concerning English learning”, Journal of Language and Linguistic Studies, vol. 14, no. 3, pp. 253–268, 2018.
ISNAD Kanat, Fırat - Kozikoğlu, İshak. “The Relationship Between 8th Grade Secondary School students’ Motivational Strategies, Attitudes and Academic Achievements Concerning English Learning”. Journal of Language and Linguistic Studies 14/3 (September 2018), 253-268.
JAMA Kanat F, Kozikoğlu İ. The relationship between 8th grade secondary school students’ motivational strategies, attitudes and academic achievements concerning English learning. Journal of Language and Linguistic Studies. 2018;14:253–268.
MLA Kanat, Fırat and İshak Kozikoğlu. “The Relationship Between 8th Grade Secondary School students’ Motivational Strategies, Attitudes and Academic Achievements Concerning English Learning”. Journal of Language and Linguistic Studies, vol. 14, no. 3, 2018, pp. 253-68.
Vancouver Kanat F, Kozikoğlu İ. The relationship between 8th grade secondary school students’ motivational strategies, attitudes and academic achievements concerning English learning. Journal of Language and Linguistic Studies. 2018;14(3):253-68.