Spirituality and Academic Success: Perceptions of African American Males in the Community College

Wood, J. Luke; Hilton, Adriel A.

doi:10.1080/15507394.2012.648576

Cited by 59 publications

(45 citation statements)

References 23 publications

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“…Bu araştırmalar genellikle motivasyonun akademik performansa ve başarıya etkilerini araştıran (Amrai, Motlagh, Zalani ve Parhoni, 2011;Arda, 2016;Çetin, 2015;Eymur ve Geban, 2011;Kusurkar, Cate, Vos, Westers ve Croiset, 2013;Özgüngör ve Kapıkıran, 2008;Singh, 2011;Şahin ve Çakar, 2011;Wood, 2014;Yazıcı ve Altun, 2013) çalışmalardır. Motivasyonun eğitim bilimlerinde kullanılmasının temel nedenlerinden birisi akademik başarı ile ilişkisidir.…”

Section: Motivasyon Ve Eğitim İlişkisiunclassified

Üniversite Öğrencilerinin Başarı Odaklı Motivasyon Düzeyleri

Ergin¹,

Karataş²

2018

HUJE

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ÖZ:Motivasyon bizi harekete geçiren, hareketimizde devamlılık sağlayan güçtür. Hayatın her alanında olduğu gibi eğitim sahasında da başarının ve etkili öğretimin en önemli bileşeni olduğu açıktır. Motivasyonu yüksek bireyler başarılı ve özgüvenli olmalarının yanı sıra, Maslow'un ihtiyaçlar hiyerarşisinin en üst basamağında bulunan "kendini gerçekleştirme ihtiyacına" sahiptirler. Eğitimde öğrencilerin başarı motivasyonunu etkileyen içsel ve dışsal kaynaklar vardır. Başarı Odaklı Motivasyon kaynakları ile akademik başarı arasındaki ilişkilerin yapısı öğrenim kademelerine göre farklılık gösterebilmektedir. Bu araştırmada, üniversite öğrencilerinin başarı odaklı motivasyonları cinsiyet, sınıf, bölüm, akademik ortalama, üniversite tercih sıralaması ve öğrenci kulübüne üyelik değişkenleri açısından ele alınmıştır. Çalışmaya İstanbul Teknik Üniversitesi'nde öğrenimlerini sürdüren 9 ayrı bölümden toplam 440 öğrenci katılmıştır. Ölçme aracı olarak, katılımcıların başarı odaklı motivasyonlarını ölçmek amacıyla "Başarı Odaklı Motivasyon Ölçeği" kullanılmıştır. Toplanan veriler Pearson korelasyon (Pearson correlation), bağımsız örneklemlerde t-testi (independent samples of t-test) ve tek yönlü ANOVA (one-way ANOVA) analizleri ile yorumlanmıştır. Başarı odaklı motivasyon ile ilişkisi olan ve farklılık oluşturan değişkenler muhtemel çözüm önerileri üretmek adına alan yazınla ilişkilendirilerek tartışılmıştır. Anahtar Sözcükler: Başarı-odaklı motivasyon, başarı, motivasyon, üniversite öğrencileri ABSTRACT: Motivation is the power that gives us action, the continuity in our action. It is clear that motivation is the most important component of success and effective teaching in education as it is in every field of life. Highly motivated individuals have a "sense of self-realization" that is at the top of Maslow's hierarchy of needs, as well as being successful and confident. There are internal and external resources that influence the motivation of students' success in education. The structure of the relationships between achievement-focused motivation resources and academic achievement may vary according to the learning stages. In this study, achievement-oriented motivations of university students were examined in terms of gender, class, department, academic average, university preference order and membership variables of student club. 440 students from 9 different departments at Istanbul Technical University participated the study. The "Achievement Oriented Motivation Scale" was used as a measurement tool based on measuring participants' motivation for success. The collected data were analyzed by Pearson correlation, ttest and one-way ANOVA. Variables that are related to achievement-focused motivation and that are different have been discussed in relation to field literature in order to produce possible solution proposals.

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Section: Motivasyon Ve Eğitim İlişkisiunclassified

Üniversite Öğrencilerinin Başarı Odaklı Motivasyon Düzeyleri

Ergin¹,

Karataş²

2018

HUJE

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“…Specifically, he noted that spirituality bolstered their resiliency, provided a sense of purpose, and augmented the support that participants received from religious institutions. While Wood and Hilton () have reported similar findings for Black men in community colleges, using Armstrong Measure of Spirituality with 125 Black students, Weddle‐West, Hagan, and Norwood () found that Black men at HBCUs scored significantly lower on the spiritual belief variable than Black men and women at PWIs. Given the challenges that Black students face at PWIs, Weddle‐West et al concluded that Black students at these institutions may need to rely more on spirituality as a coping mechanism than students at HBCUs.…”

Section: Factors Critical To the Access And Success Of Black Men In Pmentioning

confidence: 77%

Black Male Collegians: Increasing Access, Retention, and Persistence in Higher Education

2014

ASHE Higher Education Report

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“…Studies were conducted to determine the learning motivation of the students. These studies were usually conducted according to the class, department or gender variable and primarily based on motivation and achievement, motivation and performance measurement (Peklaj & Levpušček, 2006;Ozgungor & Kapikiran, 2008;Eymur & Geban, 2011;Abootorabi, 2011;Singh, 2011;Amrai Amrai, Motlagh, Zalani, & Parhon, 2011;Sahin & Cakar, 2011;Kruskar et al, 2012;Yazici & Altun, 2013;Uyulgan & Akkuzu ,2014;Wood et al, 2014;Kucukosmanoglu, 2015;Cetin, 2015;Yilmaz, Taskesen & Taskesen, 2016;Bektas & Karagoz, 2017). On the other hand, studies of motivation and interaction are also available (Alemdag, Oncu, Yilmaz, 2014;Karatas, 2011;Ekinci, 2017).…”

Section: Introductionmentioning

confidence: 99%

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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Spirituality and Academic Success: Perceptions of African American Males in the Community College

Cited by 59 publications

References 23 publications

Üniversite Öğrencilerinin Başarı Odaklı Motivasyon Düzeyleri

Üniversite Öğrencilerinin Başarı Odaklı Motivasyon Düzeyleri

Black Male Collegians: Increasing Access, Retention, and Persistence in Higher Education

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

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