Araştırma Makalesi
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Students’ Motivational Sources when Preparing for Centralized Exams in Turkey - A Longitudinal Research / Türkiye’de Öğrencilerin Ulusal Merkezi Sınavlara Hazırlanma Sürecindeki Motivasyon Kaynakları - Boylamsal Bir Araştırma

Yıl 2022, Cilt: 13 Sayı: 1, 254 - 282, 28.02.2022

Ali Yakar

https://doi.org/10.19160/e-ijer.1032214
Cited By: 1

Öz

The aim of this research is to examine the positive and negative motivational sources of students with internal and external characteristics during the preparation process for national centralized exams in Turkey in the light of longitudinal data. The research is important in terms of revealing the sources of motivation for the national centralized exams, which have an important place regarding both the education system and shaping the future of the youth in Turkey. It is clear that an educational process with high-quality carried out throughout the country has an undeniable role in future elections and school placements. The study was carried out using a longitudinal research design. In order to collect longitudinal data, the study group of the research consists of 43 eighth grade students studying in a secondary school in a province in the Aegean Region of Turkey in the 2013-2014 academic year. The data of the research were collected through an interview form with open-ended questions. By conducting focus group interviews with the students in the study group, the same 43 students who continued their education in different high schools in the 2017-2018 academic year were reached, in order to collect longitudinal data in the process of preparing for the high school entrance exam and in the following process, this time the motivation sources in the process of preparing for the university entrance exam were revealed. In order to reveal what the students thought as a source of motivation during the preparation process for the national centralized exams, the data obtained after the focus group interviews with the students were handled in comparative, thematic and classified forms and analyzed according to mixed content analysis and reflected in the findings. In the focus group interviews conducted in the research, six different themes emerged as "Family", "Teacher", "School, Lessons and Exams", "Friends and Social Life", "Career and Future" and "Psychological Factors". For each theme, the results of the quantitative analysis of internal-external weighted and positive-negative motivational sources and the results of qualitative analysis within the framework of categories and codes are included. Various suggestions have been developed with the discussion made within the scope of the results obtained in the research. The suggestions reflect that, along with the learning and studying processes for the needs of the students, they expect behaviors that will enrich their motivational sources from the people who can support them (families, teachers, school administrators, friends, etc.).

Anahtar Kelimeler

National centralized exams Motivational sources Longitudinal research Mixed-method content analysis Measurement and assessment

Kaynakça

  • Afflerbach, P. (2005). National reading conference policy brief: High stakes testing and reading assessment. Journal of Literacy Research, 37(2), 151-163. https://journals.sagepub.com/doi/pdf/10.1207/s15548430jlr3702_2
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 8(3), 260-267. https://doi.org/10.1037/0022-0663.80.3.260
  • Amrein, A. L., & Berilner, D. C. (2003). The effects of high-stakes testing on student motivation and learning. Educational Leadership, 60(5), 32-38. https://www.ascd.org/el/articles/-the-effects-of-high-stakes-testing-on-student-motivation-and-learning
  • Argon, T., & Soysal, A. (2012). Teacher and student views regarding the placement test. International Journal of Human Sciences, (9)2, 446-474. https://www.j-humansciences.com/ojs/index.php/ijhs/article/view/2139/932
  • Auer, C. J. (1992). A comparison of the locus of control of first and second grade students in whole language, basal reader, and eclectic instructional approach classrooms [Unpublished doctoral dissertation]. Northern Illinois University.
  • Bal, H. (2013). Nitel araştırma yöntemi [Qualitative research method]. Fakülte Bookstore.
  • Baykara Özaydınlık, K., & Aykaç, N. (2013). Motivation resources and problems of candidate teachers of social studies. Mersin University Journal of the Faculty of Education, 9(3), 41-55. https://dergipark.org.tr/tr/download/article-file/160918
  • Benham, M. J. (1993). Fostering self-motivated behavior, personal responsibility, and internal locus of control. Office of Educational Research and Improvement. https://files.eric.ed.gov/fulltext/ED386621.pdf
  • Bölükbaş, S., & Gür, B. S. (2020). Tracking and inequality: The results from Turkey. International Journal of Educational Development, 78, Article 102262. https://doi.org/10.1016/j.ijedudev.2020.102262
  • Bonidis, K. (2004). To periechómeno tou scholikoú biblíou ōs antikeímeno éreunas [The content of the school textbook as the object of research: Longitudinal examination of related research and methodological approaches]. Metaihmio.
  • Brewer, E. W., & Burgess, D. N. (2005). Professor’s role in motivating students to attend class. Journal of Industrial Teacher Education, 42(3), 23-47. https://scholar.lib.vt.edu/ejournals/JITE/v42n3/brewer.html
  • Bryman, A. (2012). Social research methods (4th ed.). Oxford: Oxford University Press.
  • Christensen, L. R., Burke Johnson, R., & Turner, L. A. (2014). Research methods, design and analysis (12th ed.). New Jersey: Pearson.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledge.
  • Çolak, E., & Cırık, İ. (2015). Analysis of motivational orientation of secondary school students. Elementary Education Online, 14(4), 1307-1326. https://doi.org/10.17051/io.2015.08906
  • Condry, J., & Chambers. J. (1978). Intrinsic motivation and the process of learning. In M. R. Lepper & D. Greene (Eds.), The hidden costs of reward (pp. 61-84). Hillsdale, New Jersey: Erlbaum.
  • Corpus, J. H., & Wormington, S. V. (2014). Profiles of intrinsic and extrinsic motivations in elementary school: A longitudinal analysis. The Journal of Experimental Education, 82(4), 480-501. https://doi.org/10.1080/00220973.2013.876225
  • De Falco, C. C., Punziano, G., & Trezza, D. (2020). A mixed content analysis design in the study of the Italian perception of COVID-19 on Twitter. Athens Journal of Social Sciences, 8(3), 191-210. https://doi.org/10.30958/ajss.8-3-3
  • Deniz, M. E., & Erözkan, A. (2010). Psikolojik danışma ve rehberlik [Counseling and guidance] (4th ed.). Ankara: Maya.
  • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048. https://doi.org/10.1037/0003-066X.41.10.1040
  • Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.
  • Dweck, C. S. (2006). Mindset: the new psychology of success. New York: Ballantine.
  • Erbil, N., Divan, Z., & Önder, P. (2006). Ergenlerin benlik saygısına ailelerinin tutum ve davranışlarının etkisi [Effect of attitudes and behaviors of families on self-esteem of adolescents]. Aile ve Toplum, 3(10), 7-15. https://dergipark.org.tr/en/pub/spcd/issue/21098/227215
  • Ercan, L. (2001). Counseling with adolescents. Kastamonu Education Journal, 9(2), 47-58.
  • Ergin, A., & Karataş, H. (2018). Achievement-oriented motivation levels of university students. Hacettepe University Journal of Education, 33(4), 868-887. https://doi.org/10.16986/HUJE.2018036646
  • Erhan, T., Çarıkçı, İ. H., & Alparslan, A. M. (2018). The role of values and motivation sources on the achievement goals of academicians. Süleyman Demirel University Visionary Journal, 9(21), 57-72. https://doi.org/10.21076/vizyoner.425017
  • Goodman, S., Thania, J., Mira, K., Fahrin, M., Dolly, M., Mazvita, M., Joao, P., & Anton, S. (2011). An investigation of the relationship between students: Motivation and academic performance as mediated by effort. South African Journal of Psychology, 41(3), 373-385. https://doi.org/10.1177/008124631104100311
  • Gündoğdu, K., Kızıltaş, E., & Çimen, N. (2010). Student and teacher opinions about the placement test (SBS) (Erzurum province sample). Elementary Education Online, 9(1), 316-330.
  • Holland, J., Thomson, R., & Henderson, S. (2006). Qualitative longitudinal research: A discussion paper. London South Bank University. https://www.lsbu.ac.uk/__data/assets/pdf_file/0019/9370/qualitative-longitudinal-research-families-working-paper.pdf
  • İlhan, M., & Kinay, İ. (2018). Merkezi sınavlara ilişkin öğretmen inançları ölçeğinin Türkçeye uyarlanması [Adaptation of the scale of teachers’ beliefs about central exams into Turkish]. In S. Dinçer (Ed.), Değişen Dünyada Eğitim [Education in a changing world] (pp. 95-111). Ankara: Pegem.
  • Jones, M. G., Jones, B. D., Hardin, B., Chapman, L., Yarbrough, T., & Davis, M. (1999). The impact of high-stakes testing on teachers and students in North Carolina. The Phi Delta Kappan, 81(3), 199-203. https://www.jstor.org/stable/20439620
  • Karakaya, İ. (2012). An investigation of item bias in science and tecnology subtests and mathematic subtests in level determination exam (LDE). Educational Sciences: Theory and Practice, 12(1), 215-229. https://www.idealonline.com.tr/IdealOnline/pdfViewer/index.xhtml?uId=1904&ioM=Paper&preview=true&isViewer=true#pagemode=bookmarks
  • Karasar, N. (1995). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: 3A Research, Education and Consultancy.
  • Klein, J. D., & Keller, J. M. (1990). Influence of student ability, locus of control, and type of instructional control on performance and confidence. Journal of Educational Research, 83(3), 140-146. https://doi.org/10.1080/00220671.1990.10885945
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Türkiye’de Öğrencilerin Ulusal Merkezi Sınavlara Hazırlanma Sürecindeki Motivasyon Kaynakları - Boylamsal Bir Araştırma / ’ Motivational Sources when Preparing for Centralized Exams in Turkey - A Longitudinal Research

Yıl 2022, Cilt: 13 Sayı: 1, 254 - 282, 28.02.2022

Ali Yakar

https://doi.org/10.19160/e-ijer.1032214
Cited By: 1

Öz

Bu araştırmanın amacı Türkiye’de öğrencilerin ulusal merkezi sınavlara hazırlanma sürecindeki içsel ve dışsal özelliklere sahip, olumlu ve olumsuz motivasyon kaynaklarının boylamsal veriler ışığında incelenmesidir. Araştırma Türkiye’de hem eğitim sistemi açısından hem de gençlerin geleceklerini şekillendirmesi bakımından önemli bir yeri olan ulusal merkezi sınavlara ilişkin motivasyon kaynaklarının ortaya çıkarılması dolayısıyla önemlidir. Ülke çapında gerçekleştirilen nitelikli bir eğitim sürecinin geleceğe yönelik seçimlerde ve okul yerleştirmelerinde yadsınamaz bir rolü olduğu açıktır. Çalışma, boylamsal araştırma deseni kullanılarak gerçekleştirilmiştir. Boylamsal verilerin toplanması amacıyla araştırmanın çalışma grubunu 2013-2014 eğitim-öğretim yılında Türkiye’nin Ege Bölgesi’nden bir ilde bulunan bir ortaokulda öğrenim gören 43 sekizinci sınıf öğrencisi oluşturmaktadır. Araştırmanın verileri açık uçlu sorular bulunan bir görüşme formu aracılığıyla toplanmıştır. Çalışma grubundaki öğrencilerle odak grup görüşmeleri yapılarak liseye giriş sınavına hazırlanma sürecindeki ve daha sonraki süreçte boylamsal verilerin toplanması amacıyla, 2017-2018 eğitim-öğretim yılında, farklı liselerde öğrenimlerini devam ettiren aynı 43 öğrenciye ulaşılarak, bu kez üniversiteye giriş sınavına hazırlanma sürecindeki motivasyon kaynakları ortaya konmuştur. Öğrencilerin ulusal merkezi sınavlara hazırlanma sürecinde motivasyon kaynağı olarak düşündüklerini ortaya çıkarmak için öğrencilerle yapılan odak grup görüşmeleri sonrasında elde edilen veriler karşılaştırmalı, tematik ve sınıflandırılmış biçimlerde ele alınmış ve karma içerik analizine göre çözümlenerek bulgulara yansıtılmıştır. Araştırmada yapılan odak grup görüşmelerinde, “Aile”, “Öğretmen”, “Okul, Dersler ve Sınavlar”, “Arkadaş Çevresi ve Sosyal Yaşam”, “Kariyer ve Gelecek” ve “Psikolojik Faktörler” şeklinde altı farklı tema ortaya çıkmıştır. Her bir temaya ilişkin olarak içsel-dışsal ağırlıklı ve olumlu-olumsuz motivasyon kaynaklarının nicel analiz sonuçları ile kategori ve kodlar çerçevesinde nitel analiz sonuçlarına yer verilmiştir. Araştırmada elde edilen sonuçlar kapsamında yapılan tartışma ile çeşitli öneriler geliştirilmiştir. Geliştirilen öneriler öğrencilerin ihtiyaçlarına yönelik öğrenme ve ders çalışma süreçleriyle birlikte, onlara destek sağlayabilecek kişilerden (aile, öğretmen, okul yöneticisi, arkadaş vb.) motivasyon kaynaklarını zenginleştirici davranışlar beklediklerini yansıtmaktadır.

Anahtar Kelimeler

Ulusal merkezi sınavlar Motivasyon kaynakları Boylamsal araştırma Karma içerik analizi Ölçme ve değerlendirme

Kaynakça

  • Afflerbach, P. (2005). National reading conference policy brief: High stakes testing and reading assessment. Journal of Literacy Research, 37(2), 151-163. https://journals.sagepub.com/doi/pdf/10.1207/s15548430jlr3702_2
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 8(3), 260-267. https://doi.org/10.1037/0022-0663.80.3.260
  • Amrein, A. L., & Berilner, D. C. (2003). The effects of high-stakes testing on student motivation and learning. Educational Leadership, 60(5), 32-38. https://www.ascd.org/el/articles/-the-effects-of-high-stakes-testing-on-student-motivation-and-learning
  • Argon, T., & Soysal, A. (2012). Teacher and student views regarding the placement test. International Journal of Human Sciences, (9)2, 446-474. https://www.j-humansciences.com/ojs/index.php/ijhs/article/view/2139/932
  • Auer, C. J. (1992). A comparison of the locus of control of first and second grade students in whole language, basal reader, and eclectic instructional approach classrooms [Unpublished doctoral dissertation]. Northern Illinois University.
  • Bal, H. (2013). Nitel araştırma yöntemi [Qualitative research method]. Fakülte Bookstore.
  • Baykara Özaydınlık, K., & Aykaç, N. (2013). Motivation resources and problems of candidate teachers of social studies. Mersin University Journal of the Faculty of Education, 9(3), 41-55. https://dergipark.org.tr/tr/download/article-file/160918
  • Benham, M. J. (1993). Fostering self-motivated behavior, personal responsibility, and internal locus of control. Office of Educational Research and Improvement. https://files.eric.ed.gov/fulltext/ED386621.pdf
  • Bölükbaş, S., & Gür, B. S. (2020). Tracking and inequality: The results from Turkey. International Journal of Educational Development, 78, Article 102262. https://doi.org/10.1016/j.ijedudev.2020.102262
  • Bonidis, K. (2004). To periechómeno tou scholikoú biblíou ōs antikeímeno éreunas [The content of the school textbook as the object of research: Longitudinal examination of related research and methodological approaches]. Metaihmio.
  • Brewer, E. W., & Burgess, D. N. (2005). Professor’s role in motivating students to attend class. Journal of Industrial Teacher Education, 42(3), 23-47. https://scholar.lib.vt.edu/ejournals/JITE/v42n3/brewer.html
  • Bryman, A. (2012). Social research methods (4th ed.). Oxford: Oxford University Press.
  • Christensen, L. R., Burke Johnson, R., & Turner, L. A. (2014). Research methods, design and analysis (12th ed.). New Jersey: Pearson.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledge.
  • Çolak, E., & Cırık, İ. (2015). Analysis of motivational orientation of secondary school students. Elementary Education Online, 14(4), 1307-1326. https://doi.org/10.17051/io.2015.08906
  • Condry, J., & Chambers. J. (1978). Intrinsic motivation and the process of learning. In M. R. Lepper & D. Greene (Eds.), The hidden costs of reward (pp. 61-84). Hillsdale, New Jersey: Erlbaum.
  • Corpus, J. H., & Wormington, S. V. (2014). Profiles of intrinsic and extrinsic motivations in elementary school: A longitudinal analysis. The Journal of Experimental Education, 82(4), 480-501. https://doi.org/10.1080/00220973.2013.876225
  • De Falco, C. C., Punziano, G., & Trezza, D. (2020). A mixed content analysis design in the study of the Italian perception of COVID-19 on Twitter. Athens Journal of Social Sciences, 8(3), 191-210. https://doi.org/10.30958/ajss.8-3-3
  • Deniz, M. E., & Erözkan, A. (2010). Psikolojik danışma ve rehberlik [Counseling and guidance] (4th ed.). Ankara: Maya.
  • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048. https://doi.org/10.1037/0003-066X.41.10.1040
  • Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.
  • Dweck, C. S. (2006). Mindset: the new psychology of success. New York: Ballantine.
  • Erbil, N., Divan, Z., & Önder, P. (2006). Ergenlerin benlik saygısına ailelerinin tutum ve davranışlarının etkisi [Effect of attitudes and behaviors of families on self-esteem of adolescents]. Aile ve Toplum, 3(10), 7-15. https://dergipark.org.tr/en/pub/spcd/issue/21098/227215
  • Ercan, L. (2001). Counseling with adolescents. Kastamonu Education Journal, 9(2), 47-58.
  • Ergin, A., & Karataş, H. (2018). Achievement-oriented motivation levels of university students. Hacettepe University Journal of Education, 33(4), 868-887. https://doi.org/10.16986/HUJE.2018036646
  • Erhan, T., Çarıkçı, İ. H., & Alparslan, A. M. (2018). The role of values and motivation sources on the achievement goals of academicians. Süleyman Demirel University Visionary Journal, 9(21), 57-72. https://doi.org/10.21076/vizyoner.425017
  • Goodman, S., Thania, J., Mira, K., Fahrin, M., Dolly, M., Mazvita, M., Joao, P., & Anton, S. (2011). An investigation of the relationship between students: Motivation and academic performance as mediated by effort. South African Journal of Psychology, 41(3), 373-385. https://doi.org/10.1177/008124631104100311
  • Gündoğdu, K., Kızıltaş, E., & Çimen, N. (2010). Student and teacher opinions about the placement test (SBS) (Erzurum province sample). Elementary Education Online, 9(1), 316-330.
  • Holland, J., Thomson, R., & Henderson, S. (2006). Qualitative longitudinal research: A discussion paper. London South Bank University. https://www.lsbu.ac.uk/__data/assets/pdf_file/0019/9370/qualitative-longitudinal-research-families-working-paper.pdf
  • İlhan, M., & Kinay, İ. (2018). Merkezi sınavlara ilişkin öğretmen inançları ölçeğinin Türkçeye uyarlanması [Adaptation of the scale of teachers’ beliefs about central exams into Turkish]. In S. Dinçer (Ed.), Değişen Dünyada Eğitim [Education in a changing world] (pp. 95-111). Ankara: Pegem.
  • Jones, M. G., Jones, B. D., Hardin, B., Chapman, L., Yarbrough, T., & Davis, M. (1999). The impact of high-stakes testing on teachers and students in North Carolina. The Phi Delta Kappan, 81(3), 199-203. https://www.jstor.org/stable/20439620
  • Karakaya, İ. (2012). An investigation of item bias in science and tecnology subtests and mathematic subtests in level determination exam (LDE). Educational Sciences: Theory and Practice, 12(1), 215-229. https://www.idealonline.com.tr/IdealOnline/pdfViewer/index.xhtml?uId=1904&ioM=Paper&preview=true&isViewer=true#pagemode=bookmarks
  • Karasar, N. (1995). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: 3A Research, Education and Consultancy.
  • Klein, J. D., & Keller, J. M. (1990). Influence of student ability, locus of control, and type of instructional control on performance and confidence. Journal of Educational Research, 83(3), 140-146. https://doi.org/10.1080/00220671.1990.10885945
  • Langens, T. (2002). Daydreaming mediates between goal commitment and goal attainment in individuals high in achievement motivation. Imagination, Cognition, and Personality, 22(2), 103-115. https://doi.org/10.2190/TL8L-MXKE-68E6-UAVB
  • Lepper, M. R. (1988). Motivational considerations in the study of instruction. Cognition and Instruction, 5(4), 289-309. https://doi.org/10.1207/s1532690xci0504_3
  • Lumsden, L. S. (1994). Student motivation to learn. ERIC Digest, 92. http://files.eric.ed.gov/fulltext/ED370200.pdf
  • Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396. https://doi.org/10.1037/h0054346
  • McClelland, D. C. (1961). The achieving society. New York: Van Nostrand.
  • McClelland, D. C. (1985). How motives, skills, and values determine what people do. American Psychologist, 40(7), 812-825. https://doi.org/10.1037/0003-066X.40.7.812
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
  • Milli Eğitim Bakanlığı. (2013). Ortaöğretime geçiş ortak sınavları e-kılavuzu [E-guide for common entrance exams to secondary education]. http://www.meb.gov.tr/sinavlar/dokumanlar/2013/kilavuz/2013_OGES_Klvz.pdf
  • Miner, J. B. (2005). Organizational behavior 1 - Essential theories of motivation and leadership. New York: Sharpe.
  • Moses, M. S., & Nanna, M. J. (2007). The testing culture and the persistence of high stakes testing reforms. Education and Culture, 23(1), 55-72. https://docs.lib.purdue.edu/eandc/vol23/iss1/art6/
  • Ocak, G., Akgül, A., & Yıldız, S. Ş. (2010). İlköğretim öğrencilerinin ortaöğretime geçiş sistemi’ne (oges) yönelik görüşleri (Afyonkarahisar örneği) [The examination of the students, views towards the transition to the secondary school who are at primary school]. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 37-55. https://dergipark.org.tr/en/download/article-file/1493932
  • Özçakır Sümen, Ö., & Çalışıcı, H. (2017). Sekizinci sınıf öğrencilerinin matematiksel özdüzenleme stratejilerinin ve motivasyonlarının ortak sınavlar matematik başarıları üzerindeki yordayıcı etkileri [Predictive effects of eighth grade students’ self-regulation strategies and motivations on their math success]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 30, 566-573. https://dergipark.org.tr/en/pub/zgefd/issue/47929/606322
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). London: Sage.
  • Phelps, R. P. (2003). Kill the messenger: The war on standardized testing. New Brunswick, NJ: Transactions.
  • Rennie, L. J. (1991). The relationship between affect and achievement in science. Journal of Research in Science Teaching, 28(2), 193-209. https://doi.org/10.1002/tea.3660280209
  • Ritt, M. L. (2016). The impact of high-stakes testing on the learning environment [Master’s thesis, St. Catherine University]. https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1660&context=msw_papers
  • Ryan, R. M., & Stiller, J. (1991). The social contexts of internalization parent and teacher influences on autonomy, motivation and learning. In P. R. Pintrich & M. L. Machr (Eds.), Advances in motivation and achievement (pp. 115-149). Greenwich, CT: JAI Press.
  • Sallan Gül, S., & Kahya Nizam, Ö. (2021). Content and discourse analysis in social sciences. Pamukkale University Journal of Social Sciences Institute, 42(SI 1), 181-198. https://doi.org/10.30794/pausbed.803182
  • Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson.
  • Shindler, J. (2010). Transformative classroom management – positive strategies to engage all students and promote a psychology of success. San Francisco: Jossey-Bass.
  • Stecher, B. M. (2002). Consequences of large-scale, high-stakes testing on school and classroom practice. In L. S. Hamilton, B. M. Stecher, & S. P. Klein (Eds.), Making sense of test-based accountability in education (pp. 79-100). Santa Monica: Rand.
  • Teddlie, C., & Tashakkori, A. (2011). Mixed methods research: Contemporary issues in emerging field. In N. K. Denzin, & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (2nd ed., pp. 285-300). Thousand Oaks, CA: Sage.
  • Temli Durmuş, Y., & Kasa, B. (2015). School principals’ and teachers’ views on reasons for the decrease of success in Turkish university entrance exams (Case of Malatya). Journal of Educational Sciences Research, 5(1), 165-190. https://dergipark.org.tr/tr/download/article-file/698197
  • Toprakçı, E. (2017). Sınıf yönetimi [Classroom management]. Ankara: Pegem Yayıncılık (3.Baskı)
  • Ünal Karagüven, M. H. (2012). Adaptation of the academic motivation scale to Turkish. Journal of Educational Sciences in Theory and Practice, 12(4), 2599-2620.
  • Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer.
  • Woolfolk, A. E. (1999). Educational psychology (7th ed.). Boston: Allyn & Bacon.
Toplam 61 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Sayı Makaleleri
Yazarlar

Ali Yakar 0000-0002-4359-0552

Yayımlanma Tarihi 28 Şubat 2022
Yayımlandığı Sayı Yıl 2022Cilt: 13 Sayı: 1

Kaynak Göster

APA Yakar, A. (2022). Students’ Motivational Sources when Preparing for Centralized Exams in Turkey - A Longitudinal Research / Türkiye’de Öğrencilerin Ulusal Merkezi Sınavlara Hazırlanma Sürecindeki Motivasyon Kaynakları - Boylamsal Bir Araştırma. E-Uluslararası Eğitim Araştırmaları Dergisi, 13(1), 254-282. https://doi.org/10.19160/e-ijer.1032214

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi
https://doi.org/10.17240/aibuefd.2024..-1334264
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