A Research on the Determination of Prospective Music Teachers’ Academic Motivation Levels (Konya Sample)

Küçükosmanoğlu, Hayrettin Onur

doi:10.7816/sed-03-01-01

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…Another study conducted by Ergin and Karatas (2018), it was determined that the achievement focused motivation levels of the students tend to be high. In the research, aimed to find out the academic motivation levels of the prospective music teachers, Kucukosmanoglu (2015) reached to the result that the intrinsic motivations of the prospective teachers related to the achievement were at a high level. In the research by Taskesen (2019), it was found that the Academic Motivations of the prospective visual arts teachers were at a high level.…”

Section: Discussionmentioning

confidence: 99%

A Research on Learning Approaches and Achievement Focused Motivations of Prospective Visual Arts Teachers

Taşkesen¹

2019

IES

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Investigating the relationship between the learning approaches and achievement-focused motivations of the prospective visual arts teachers is the purpose of this study. The data of the research, in which the survey model was employed, were collected from 115 prospective visual arts teachers. As the data collection tool, the Achievement Focused Motivation Scale (AFMS), and the Learning Strategies Scale (LSS) were applied. The descriptive analysis was used to test the learning approaches and achievement-focused motivation levels of the prospective visual arts teachers, the independent samplings t-test to test the achievement focused motivation difference according to the gender, the One-way Variance Analysis to investigate the difference according to the class level.As the literature was reviewed, there are studies that are similar to our research on learning approaches (Ekinci,

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Section: Discussionmentioning

confidence: 99%

A Research on Learning Approaches and Achievement Focused Motivations of Prospective Visual Arts Teachers

Taşkesen¹

2019

IES

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Section: Academic Motivation (Am)mentioning

confidence: 99%

“…The high AM of student teachers is very significant in terms of having the knowledge and skills that will support the personal and social development of individuals when they become teachers in the future (Küçükosmanoğlu, 2015). Thus, it can be explained that student teachers' beliefs, attitudes and perceptions have a significant influence on the teaching process.…”

Section: Introductionmentioning

confidence: 99%

Structural relationship among academic motivation, academic self‐efficacy, problem solving skills, creative thinking skills, and critical thinking skills

Orakcı

2023

Psychology in the Schools

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This study investigates the structural relationship among academic motivation, academic self‐efficacy (ASE), problem solving skills (PSS), creative thinking skills (CRTS), and critical thinking skills (CTS). Structural Equation Model was utilized to compute the relationships between these variables. The sample of the study was comprised of 575 student teachers studying in Faculties of Education in Turkey in the academic year 2021–2022. The findings underline that academic motivation had a significant direct effect on CRTS and self‐efficacy had a significant direct effect on CRTS. In addition, the present study revealed that PSS had a significant direct effect on both creative thinking and CTS as well as revealing that creative thinking had a significant direct effect on CTS. Finally, in the present study, creative thinking significantly partially mediated the relationships between academic motivation, ASE, PSS, and CTS. These findings suggest implications for teacher training within the context of raising qualified teachers because the quality in the learning‐teaching process is positively expected to be influenced by the variables explored in the current study.

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Investigating the Academic Motivations and Academic Achievements of Pre-Service Visual Arts Teachers

Taskesen

2019

EUROPEAN J ED RES

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In this study, it was aimed to investigate the academic motivations and academic achievements of pre-service visual arts teachers in the Division of Art Education in the Department of Fine Arts in the Faculty of Education in terms of some variables. The study group consisted of 127 (79 female/ 48 male) students in the division of art education. As the data collection tool, the "Academic Motivation Scale (AMS)", developed by Vallerand et al. and then, translated into Turkish for university students by Karaguven, was used to find out the academic motivations of students, and the personal information form was used to get the personal information of students in the study. In the research, in which the relational screening method was used, the descriptive analysis was applied to determine the motivation levels of pre-service visual arts teachers; independent sampling t-test to compare their average scores according to gender; one-way variance analysis to test according to the class variable, and Pearson Correlation test to determine the relationship between their academic motivation and academic achievement. The findings of the study show that the intrinsic and extrinsic motivations of pre-service visual arts teachers are at a good level. It was found that the amotivation levels of pre-service visual arts teachers were at a low level. As the average scores according to gender were investigated, the meaningful difference was encountered in favour of female participants for intrinsic motivations. It was found that the intrinsic motivations of females related to the achievement were higher. An increase, from 1st year to 4th years students, was observed in terms of the academic motivation levels of pre-service visual arts teachers according to the class variable. However, no meaningful difference was encountered between the average scores of the students' academic motivations according to the class variable. It was found that the relationship between academic motivation and academic achievement was low.

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A Research on the Determination of Prospective Music Teachers’ Academic Motivation Levels (Konya Sample)

Cited by 3 publications

References 3 publications

A Research on Learning Approaches and Achievement Focused Motivations of Prospective Visual Arts Teachers

A Research on Learning Approaches and Achievement Focused Motivations of Prospective Visual Arts Teachers

Structural relationship among academic motivation, academic self‐efficacy, problem solving skills, creative thinking skills, and critical thinking skills

Investigating the Academic Motivations and Academic Achievements of Pre-Service Visual Arts Teachers

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