BibTex RIS Kaynak Göster

Factors Affecting Academic Performance in EFL Context: A Modeling Study

Yıl 2014, Cilt: 5 Sayı: 1, 13 - 23, 04.08.2014

Nihal Yurtseven Bülent Alcı Hakan Karataş

Öz

The increasing demands to learn a foreign language, especially English, encourages researchers to analyze the dynamics of foreign language learning. The purpose of this research is to determine whether the relationship between motivational orientations, basic psychological needs, and academic performance in English class can be modeled. The research group consists of 603 students, attending various grades in a state high school. As data collection tools, Attitude Motivation Test Battery (AMTB) and Basic Needs Satisfaction in General (BNSG) were administered. Data were analyzed via SPSS 17.0 and AMOS 21.0 software program through Structural Equation Model. Results indicate that academic performance in the English course is merely affected by autonomy and attitude, which are among the components of motivational orientation and basic psychological needs. In addition, competence and interest in foreign languages are the remote determiners of academic performance.

Anahtar Kelimeler

motivational orientations basic psychological needs academic achievement.

Kaynakça

  • Anthoney, S. F. (2011). Students in context: Effects of psychological needs and environmental press on academic and life satisfaction (Unpublished doctoral dissertation). Iowa State University, USA.
  • Arbuckle, J. L. (2012). Amos users’ guide version 21.0. Chicago: Smallwaters Corporation.
  • Asan, R. N., Nair, N. R. & Iyyapan S. (2008). Some factors affecting English learning at tertiary level. Iranian Journal of Language Studies, 2(4), 485-512.
  • Betoret, F. D. & Artiga, A. G. (2011). The relationship among student psychological need satisfaction, approaches to learning, reporting of avoidance strategies and achievement. Electronic Journal of Research in Educational Psychology, 9 (2), 1-36.
  • Bryne, M. Barbara. (2001). structural equation modeling with AMOS: Basic concepts, applications and programming. USA: Lawrence Erlbaum Associates.
  • Csizer, K. & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning behavior. Language Learning, 55(4), 613-659.
  • Deci. E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum.
  • Deci, E. L., & Ryan, R. M. (1995). Human autonomy: The basis for true self-esteem. In M. Kemis (Ed.), Efficacy, agency, and self-esteem (pp. 31-49). New York: Plenum.
  • 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.
  • Deci. E. L. & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life's domains. Canadian Psychology, 49 (1), 14-23.
  • Engin, A. O. (2009). Second language learning success and motivation. Social Behavior and Personality, 37(8), 1035-1042. doi: 10.2224/sbp.2009.37.8.1035
  • Gagné, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and Emotion, 27, 199–223
  • Gardner, R. & Lambert, W. (1972). Attitudes and motivation in second language learning. USA: Newbury House.
  • Hoa, L. H. (2013) Using mixed methods to investigate the relationship between student motivation and academic achievement from sociocultural perspective. Sino-US English Teaching, 10(2), 125-130.
  • Hooper, D., Coughlan, J. & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
  • Hoyle, Rick H. (1995). Structural equation modeling: concepts, issues, and applications. USA: Sage Publications, Inc..
  • Hu, L., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.
  • Jurisevic, M. & Pizorn, K. (2013). Young foreign language learners’ motivation – A Slovenian experience. Porta Linguarum, 19, 179-198.
  • Kato, F., Yasumoto, S. & Aacken, S. V. (2007). A comparative study: Motivation of learners of Japanese. Electronic Journal of Foreign Language Teaching,4(1), 41-57.
  • Kline, R. B. (1998). Principles and Practice of Structural Equation Modeling. USA: Guilford Pres
  • Krapp, A. (2005). Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction, 15(5), 381-395.
  • Lundberg, N.R. (2007). Research update: Creating motivational climates. Parks & Recreation, 42(1), 22-26.
  • 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, 133-144.
  • Noels, K. A., Pelletier, L. G., Clement, R. & Vallerand, R. J. (2003).Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 53 (1), 33-63.
  • Oxford, R. & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28.
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds), Handbook of self regulation. (pp. 451-502). USA: Academic Press.
  • Ryan, R. M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63, 397-427.
  • Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic defnitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
  • Ryan, R. M.,&Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.
  • Ryan, R.M., & Deci, E.L. (2006). Self-Regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will? Journal of Personality, 74(6), 1557-1586.
  • Tella, A. (2007). The impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 149-156.
  • Weston, R. & Gore, P A. (2006). A brief guide to structural equation modeling. The Counseling Psychology, 34(5), 719-751.

FACTORS AFFECTING ACADEMIC PERFORMANCE IN EFL CONTEXT: A MODELING STUDY

Yıl 2014, Cilt: 5 Sayı: 1, 13 - 23, 04.08.2014

Nihal Yurtseven Bülent Alcı Hakan Karataş

Öz

Dil öğrenme ve özellikle İngilizce öğrenme konusundaki talep, araştırmacıları yabancı dil öğrenmeyi etkileyen dinamikleri araştırmaya teşvik etmektedir. Bu araştırmanın amacı motivasyonel eğilimler, temel psikolojik ihtiyaçlar ve İngilizce dersindeki akademik başarı arsındaki ilişkinin modellenebilip modellenemeyeceğini araştırmaktır. Araştırmanın örneklemini bir devlet okulunda okuyan 603 lise öğrencisi oluşturmaktadır. Araştırmada very toplama aracı olarak Tutum Motivasyon Test Havuzu (AMTB) ve Genel Temel İhtiyaç Doyumu (BNSG) ölçekleri kullanılmıştır. Toplanan verilerin analizi SPSS 17.0 paket programı ve AMOS 21.0 yazılım programında Yapısal Eşitlik Modeli ile gerçekleştirilmiştir. Araştırmanın sonuçları İngilizce dersindeki akademik başarının temel olarak, motivasyonel eğilim ve temel psikolojik ihtiyaçların unsurları olan özerklik ve tutumdan etkilendiğini göstermektedir. Ayrıca, yeterlik ve ilginin de dil öğrenme başarısının uzak belirleyicileri olduğu ortaya çıkmıştır.

Anahtar Kelimeler

motivasyonel eğilimler temel psikolojik ihtiyaçlar akademik başarı.

Kaynakça

  • Anthoney, S. F. (2011). Students in context: Effects of psychological needs and environmental press on academic and life satisfaction (Unpublished doctoral dissertation). Iowa State University, USA.
  • Arbuckle, J. L. (2012). Amos users’ guide version 21.0. Chicago: Smallwaters Corporation.
  • Asan, R. N., Nair, N. R. & Iyyapan S. (2008). Some factors affecting English learning at tertiary level. Iranian Journal of Language Studies, 2(4), 485-512.
  • Betoret, F. D. & Artiga, A. G. (2011). The relationship among student psychological need satisfaction, approaches to learning, reporting of avoidance strategies and achievement. Electronic Journal of Research in Educational Psychology, 9 (2), 1-36.
  • Bryne, M. Barbara. (2001). structural equation modeling with AMOS: Basic concepts, applications and programming. USA: Lawrence Erlbaum Associates.
  • Csizer, K. & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning behavior. Language Learning, 55(4), 613-659.
  • Deci. E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum.
  • Deci, E. L., & Ryan, R. M. (1995). Human autonomy: The basis for true self-esteem. In M. Kemis (Ed.), Efficacy, agency, and self-esteem (pp. 31-49). New York: Plenum.
  • 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.
  • Deci. E. L. & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life's domains. Canadian Psychology, 49 (1), 14-23.
  • Engin, A. O. (2009). Second language learning success and motivation. Social Behavior and Personality, 37(8), 1035-1042. doi: 10.2224/sbp.2009.37.8.1035
  • Gagné, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and Emotion, 27, 199–223
  • Gardner, R. & Lambert, W. (1972). Attitudes and motivation in second language learning. USA: Newbury House.
  • Hoa, L. H. (2013) Using mixed methods to investigate the relationship between student motivation and academic achievement from sociocultural perspective. Sino-US English Teaching, 10(2), 125-130.
  • Hooper, D., Coughlan, J. & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
  • Hoyle, Rick H. (1995). Structural equation modeling: concepts, issues, and applications. USA: Sage Publications, Inc..
  • Hu, L., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.
  • Jurisevic, M. & Pizorn, K. (2013). Young foreign language learners’ motivation – A Slovenian experience. Porta Linguarum, 19, 179-198.
  • Kato, F., Yasumoto, S. & Aacken, S. V. (2007). A comparative study: Motivation of learners of Japanese. Electronic Journal of Foreign Language Teaching,4(1), 41-57.
  • Kline, R. B. (1998). Principles and Practice of Structural Equation Modeling. USA: Guilford Pres
  • Krapp, A. (2005). Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction, 15(5), 381-395.
  • Lundberg, N.R. (2007). Research update: Creating motivational climates. Parks & Recreation, 42(1), 22-26.
  • 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, 133-144.
  • Noels, K. A., Pelletier, L. G., Clement, R. & Vallerand, R. J. (2003).Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 53 (1), 33-63.
  • Oxford, R. & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28.
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds), Handbook of self regulation. (pp. 451-502). USA: Academic Press.
  • Ryan, R. M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63, 397-427.
  • Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic defnitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
  • Ryan, R. M.,&Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.
  • Ryan, R.M., & Deci, E.L. (2006). Self-Regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will? Journal of Personality, 74(6), 1557-1586.
  • Tella, A. (2007). The impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 149-156.
  • Weston, R. & Gore, P A. (2006). A brief guide to structural equation modeling. The Counseling Psychology, 34(5), 719-751.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Nihal Yurtseven Bu kişi benim

Bülent Alcı

Hakan Karataş

Yayımlanma Tarihi 4 Ağustos 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 5 Sayı: 1

Kaynak Göster

APA Yurtseven, N., Alcı, B., & Karataş, H. (2014). Factors Affecting Academic Performance in EFL Context: A Modeling Study. The International Journal of Research in Teacher Education, 5(1), 13-23.
AMA Yurtseven N, Alcı B, Karataş H. Factors Affecting Academic Performance in EFL Context: A Modeling Study. The International Journal of Research in Teacher Education. Ağustos 2014;5(1):13-23.
Chicago Yurtseven, Nihal, Bülent Alcı, ve Hakan Karataş. “Factors Affecting Academic Performance in EFL Context: A Modeling Study”. The International Journal of Research in Teacher Education 5, sy. 1 (Ağustos 2014): 13-23.
EndNote Yurtseven N, Alcı B, Karataş H (01 Ağustos 2014) Factors Affecting Academic Performance in EFL Context: A Modeling Study. The International Journal of Research in Teacher Education 5 1 13–23.
IEEE N. Yurtseven, B. Alcı, ve H. Karataş, “Factors Affecting Academic Performance in EFL Context: A Modeling Study”, The International Journal of Research in Teacher Education, c. 5, sy. 1, ss. 13–23, 2014.
ISNAD Yurtseven, Nihal vd. “Factors Affecting Academic Performance in EFL Context: A Modeling Study”. The International Journal of Research in Teacher Education 5/1 (Ağustos 2014), 13-23.
JAMA Yurtseven N, Alcı B, Karataş H. Factors Affecting Academic Performance in EFL Context: A Modeling Study. The International Journal of Research in Teacher Education. 2014;5:13–23.
MLA Yurtseven, Nihal vd. “Factors Affecting Academic Performance in EFL Context: A Modeling Study”. The International Journal of Research in Teacher Education, c. 5, sy. 1, 2014, ss. 13-23.
Vancouver Yurtseven N, Alcı B, Karataş H. Factors Affecting Academic Performance in EFL Context: A Modeling Study. The International Journal of Research in Teacher Education. 2014;5(1):13-2.