Academic Motivation Scale--Turkish Version

Karagüven, Meşküre

doi:10.1037/t71717-000

Cited by 15 publications

(12 citation statements)

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“…Developed by Vallerand et al (1992Vallerand et al ( , 1993, this scale is based on Deci and Ryan's (1985) self-determination theory and aims to measure intrinsic and extrinsic sources playing a role in learning motives. The scale was adapted to Turkish by Karagüven (2012). The scale consists of a total of 28 items that express students' reasons for going to school based on social and psychological dimensions, and includes 7 subscales, each containing 4 items: "intrinsic motivation to know" (the individual's enjoyment in activities like learning and discovering something new); "intrinsic motivation to accomplish" (the individual's willingness to fulfil any given task and be productive in learning activities); "intrinsic motivation to experience stimulation" (the individual's willingness to learn based on finding learning behaviour exciting and emotionally stimulating); "extrinsic motivation: regulation through identification" (the individual presenting learning behaviour as internalized from extrinsic sources to relate to own will and enjoyment); "extrinsic motivation: regulation through introjection" (the individual feeling obliged to enact a behaviour); "extrinsic motivation -external regulation" (the individual exhibiting a behaviour to avoid punishment or to receive a reward); "amotivation" (unwillingness to exhibit a behaviour) (Vallerand et al, 1992).…”

Section: Instrumentsmentioning

confidence: 99%

“…In the adapted version of the scale, the χ2/DF ratio was calculated as 3.094, RMSEA (90 % confidence interval [CI]) = .068 -.079. The Cronbach's alpha values of the subscales range between .67 and .87 (Karagüven, 2012).…”

Section: Instrumentsmentioning

confidence: 99%

“…Skalom se mjere intrinzični i ekstrinzični izvori koji utječu na motiviranost za učenje. Skalu je turskom kontekstu prilagodio Karagüven (2012). Sastoji se od ukupno 28 tvrdnji koje izražavaju razloge zbog kojih učenici općenito idu u školu, a temeljene su na socijalnoj i društvenoj dimenziji.…”

Section: Instrumentiunclassified

“…U prilagođenoj verziji skale izračunato je da je χ2/DF omjer 3,094, a srednja kvadratna pogreška aproksimacije (s intervalom pouzdanosti [CI] od 90 %) u rasponu 0,068 -0, 079. Vrijednosti Cronbachove alfe podskala variraju između 0,67 i 0,87 (Karagüven, 2012).…”

Section: Instrumentiunclassified

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Relationship between Academic Motivation and Student Alienation: A Study of Undergraduate Students of Sports Sciences / Veza između akademske motivacije i otuđenosti studenata: istraživanje provedeno na uzorku studenata dodiplomskoga studija sportskih znanosti

Kiremitci

Boz

Engür

2021

Croatian Journal of Education

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The aim of the study was to determine the correlation between academic motivationand alienation of undergraduate students attending different departments in thefield of sports sciences. The 671 undergraduate students participating in the studywere receiving higher education in the field of sports sciences at Ege University,Faculty of Sports Sciences, in Izmir. The data for the study were collected throughtwo different measurement instruments, namely the Student Alienation Scale andthe Academic Motivation Scale. The results of the canonical correlation analysisshow significance in the first two canonical functions for the sample groups attendingthe Physical Education and Sports Teaching and Coaching Education departments,whereas the first three canonical functions were found to be significant for SportsManagement. In the evaluation of the canonical pairs obtained, it can be seen thatthe weakness and amotivation subscales stand out in the first function in all groups.Within the scope of the second function, while the “anomy” and “extrinsic motivation– external regulation” scales are notable in the sports management group, the“weakness” and “extrinsic motivation – introjected regulation” scales are prominentin the groups. As for the third canonical function, the “intrinsic motivation toaccomplish” and “isolation” scales underpin the relation for sports managementstudents. The internal dynamics caused by the differences among departmentsbased on their curricula may be the reason behind the differentiation within therelationship spiral. In addition, conditions of graduate employment and students’gains based on sporting experience affect academic motivation and alienation states.Keywords: alienation; athletes; education department; self-determination; sportseducation. - Cilj ovoga istraživanja bio je odrediti korelaciju između akademske motivacije iotuđenosti studenata dodiplomskih studija na različitim odsjecima u područjusportskih znanosti. U istraživanju je sudjelovao 671 student na dodiplomskimstudijima sportskih znanosti na Fakultetu za sportske znanosti Ege Sveučilišta uIzmiru. Podatci korišteni u istraživanju dobiveni su pomoću dvaju različitih mjernihinstrumenata – Skale otuđenosti studenata i Skale akademske motivacije. Rezultatikanoničke korelacijske analize upućuju na značajnost prvih dviju kanoničkihfunkcija kod skupina uzoraka koje pohađaju studij na Odsjeku za izobrazbunastavnika Tjelesne i zdravstvene kulture i sporta i na Odsjeku za izobrazbutrenera, dok se pokazalo da su prve tri kanoničke funkcije značajne za studentena Odsjeku za sportski menadžment. Nakon provedene evaluacije dobivenihkanoničkih parova može se vidjeti da se u prvoj funkciji u svim skupinama ističupodskala „slabost” i podskala „amotivacija”. Unutar druge funkcije može se uočitida se u skupini koja studira sportski menadžment ističu skala „anomija” i skala„ekstrinzična motivacija – eksterna regulacija”, u ostalim skupinama ističu seskala „slabost” i skala „ekstrinzična motivacija – introjicirana regulacija”. Što setiče treće kanoničke funkcije, skala „intrinzična motivacija za postignućem” i skala„izoliranost” ističu se kod skupine studenata sportskoga menadžmenta. Internadinamika uzrokovana razlikama između odsjeka koje se temelje na kurikulimamogla bi se smatrati razlogom za diferencijaciju na spirali odnosa. Osim toga, naakademsku motivaciju i stanje otuđenosti utječu i uvjeti za zapošljavanje nakonzavršetka fakulteta i koristi koje studenti imaju od sportskih iskustava.Ključne riječi: obrazovni odsjek; obrazovanje u području sporta; otuđenost;samoodređenje; sportaši.

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Section: Instrumentsmentioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

Section: Instrumentiunclassified

See 2 more Smart Citations

Relationship between Academic Motivation and Student Alienation: A Study of Undergraduate Students of Sports Sciences / Veza između akademske motivacije i otuđenosti studenata: istraživanje provedeno na uzorku studenata dodiplomskoga studija sportskih znanosti

Kiremitci

Boz

Engür

2021

Croatian Journal of Education

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“…Amotivation, in other words, lack of motivation, is the absence of intention or impulse to engage in an activity because of the inability to establish a possible relationship between the behavior and the activity. In case of amotivation, individuals feel that they cannot establish a connection between the actions and consequences, they feel incompetent, and they have a sense of lack of control (Karagüven, 2012).…”

Section: Introductionmentioning

confidence: 99%

The effect of attention control and academic motivation on perceived learning in hybrid occupational therapy education

İnal

Özkan²,

Göktaş³

2023

British Journal of Occupational Therapy

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Introduction: Many of the studies on learning have focused on face-to-face or online learning, and information on hybrid learning is limited. The aim of this study is to examine the predictors of perceived learning in occupational therapy students in terms of different variables in the hybrid education process. Method: This study, which was planned in descriptive cross-sectional design, was carried out online using Google Forms. Attentional Control Scale, Academic Motivation Scale, and Perceived Learning Scale were used in this study. Multiple linear regression analysis was performed with the stepwise variable selection method. Findings: The coefficient of the Academic Motivation Scale Amotivation variable, which made the greatest contribution to the variance rate explained by the regression model, was −0.407. A one-unit increase in the Academic Motivation Scale Intrinsic Motivation and Academic Motivation Scale Extrinsic Motivation variables caused an increase in the Perceived Learning Scale total score of 0.198 and 0.364 standard deviations (SDs), and a one-unit increase in the Academic Motivation Scale_Amotivation variable caused a decrease in the Perceived Learning Scale total score of 0.407 SD. Conclusion: The most important predictor of perceived learning is amotivation. We suggest that improving the intrinsic and extrinsic motivation and reducing amotivation in students studying at universities offering hybrid learning can be used as a strategy that increases attentional control and perceived learning.

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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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Academic Motivation Scale--Turkish Version

Cited by 15 publications

References 0 publications

Relationship between Academic Motivation and Student Alienation: A Study of Undergraduate Students of Sports Sciences / Veza između akademske motivacije i otuđenosti studenata: istraživanje provedeno na uzorku studenata dodiplomskoga studija sportskih znanosti

Relationship between Academic Motivation and Student Alienation: A Study of Undergraduate Students of Sports Sciences / Veza između akademske motivacije i otuđenosti studenata: istraživanje provedeno na uzorku studenata dodiplomskoga studija sportskih znanosti

The effect of attention control and academic motivation on perceived learning in hybrid occupational therapy education

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

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