Öğrenme ve Öğretimde Motivasyon
Özet
Bu bölüm, öğretmenlerin, öğrencilerin öğrenme ve gelişim süreçlerini desteklemek amacıyla sınıf ortamında uygulayabilecekleri motivasyon kavramlarını kapsamaktadır. Bölümde, Beklenti-Değer Kuramı, İhtiyaçlar Hiyerarşisi Kuramı ve Öz Belirleme Kuramı gibi bu alandaki en önemli teoriler tanıtılmakta ve her bir kuram, yıllar içerisinde yapılan katkılar ışığında ayrıntılı olarak tartışılmaktadır. Motivasyon ile doğrudan ilgili olduğu için, bu bölümde ayrıca Hedef Belirleme Kuramı, Hedef Yönelimleri ve İlişkilendirme Kuramı da ele alınmaktadır. Bu bağlamda, başarma motivasyonu ile kaçınma motivasyonu arasındaki farklar incelenmekte ve öğrencilerin anlamlı öğrenmeye yönlendirilmesi teşvik edilmektedir. Duyguların motivasyon sürecindeki rolü göz önüne alınarak; duygu ve motivasyon ilişkisi, kaygı, performans, ilgi ve motivasyon konuları da bu bölümde ele alınmaktadır. Kavramların ve uygulamaların daha iyi anlaşılabilmesi için varsayımsal senaryolar ve özel açıklamalar da sunulmuştur. Bölüm, öğrencilerin sınıf ortamında nasıl motive edilebileceği konusundaki bir tartışma ile sona ermektedir. Okuyucunun, her senaryoyu dikkatle incelemesi ve sınıf içindeki uygulamalarını göz önünde bulundurması tavsiye edilmektedir.
Referanslar
Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64 (6), 359-372.
Atkinson, J. W. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand.
Ball, C., Huang, K. T., Cotten, S. R., Rikard, R. V., Coleman, L. O. (2016). Invaluable values: An expectancy-value theory analysis of youths’ academic motivations and intentions. Information, Communication, & Society, 19 (5), 618-638.
Bargh, J. A. (1999). The cognitive monster: The case against controllability of automatic stereotype effects. In S. Chaiken & Y. Trope (Eds.), Dual process theories in social psychology (pp. 361–382). New York, NY: Guilford Press.
Bond, M. H., Leung, K., & Wan, K.C. (1982) The social impact of self-effacing attributions: The Chinese case. The Journal of Social Psychology, 118 (2), 157–166.
Bouzenita, A. I., & Boulanouar, A. W. (2016). Maslow’s hierarchy of needs: An Islamic critique. Intellectual Discourse, 24 (1). Doi: 10.31436/id.v24i1.749
Bradley, G. W. (1978). Self-serving biases in the attribution process: A reexamination of the fact or fiction question. Journal of Personality and Social Psychology, 36 (1), 56-71.
Carver, C. S., & Scheier, M. F. (1990). Origins and functions of positive and negative affect: A control-process view. Psychological Review, 97 (1), 19–35.
Cellar, D. F., Stuhlmacher, A. F., Young, S. K., Fisher, D. M., Adair, C. K., Haynes, S., Twichell, E., Arnold, K. A., Royer, K., Denning, B. L., & Riester, D. (2011). Trait goal orientation, self-regulation, and performance: A meta-analysis. Journal of Business and Psychology, 26, 467-493.
Chaby, L. E., Sheriff, M. J., Hirrlinger, A. M., & Braithwaite, V. A. (2015). Can we understand how developmental stress enhances performance under future threat with the Yerkes-Dodson law? Communicative & Integrative Biology, 8 (3). Doi: 10.1080/19420889.2015.1029689
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49 (3), 182–185.
Deci, E. L., & Vansteenkiste, M. (2004). Self-determination theory and basic need satisfaction: Understanding human development in positive psychology. Ricerche di Psicologia, 27, 23-40.
Decker, L. (2018). Motivation: Biological, psychological, and environmental. New York, NY: Routledge.
Eccles, J. S. (2005). Subjective task values and the Eccles et al. model of achievement related choices. In A. J. Elliott & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). New York: NY: Guilford.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
Ekman, P. (1992). An argument for basic emotions. Cognition and Emotion, 6 (3-4), 169–200.
Elliot, A. J., & McGregor, H. A. (2001). A 2X2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519.
Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232-244.
Gambrel, P.A., & Cianci, R. (2003). Maslow’s hierarchy of needs: Does it apply in a collectivist culture. The Journal of Applied Management and Entrepreneurship, 8 (2), 143-161.
Heath, C., Larrick, R. P., & Wu, G. (1999). Goals as reference points. Cognitive Psychology, 38, 79-109.
Herzberg, F., Mausner, B., & Snyderman, B. B. (1959). The motivation to work (Second edit.). New York, NY: Wiley.
Hidi, S., Renninger, K. A., Krapp, A. (2004). Interest, a motivational variable that combines affective and cognitive functioning. In D.Y. Dai & R.J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 89-115). Mahwah, NJ: Lawrence Erlbaum Associates.
Kelley, H. H. & Michela, J. L. (1980). Attribution theory and research. Annual Review of Psychology, 31, 457-501.
Kim, C., & Pekrun, R. (2014). Emotions and motivation in learning and performance. In Spector, J., Merrill, M., Elen, J., & Bishop, M. (Eds), Handbook of research on educational communications and technology (pp. 65-75). New York, NY: Springer.
Locke, J. (1690). An essay concerning human understanding. http://humanum.arts.cuhk.edu.hk/Philosophy/Locke/echu
Locke, E. A., & Latham, G. P. (2019). The development of goal setting theory: A half century retrospective. Motivational Science, 5 (2), 93-105.
Mace, C. A. (1935). Incentives: Some experimental studies. (Report No. 72). Industrial Health Research Board. Great Britian.
Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98 (2), 224–253.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50 (4), 370-96.
Maslow, A. H. (1954). Motivation and personality. New York, NY: Harper & Row.
Maslow, A. H. (1970a). Motivation and personality (Second edit.). New York, NY: Harper & Row.
Maslow, A. H. (1970b). Religions, values, and peak experiences. New York, NY: Penguin. (Original work published in 1966).
Maslow, A. H. (1987). Motivation and personality (Third edit.). New York, NY: Pearson Education.
Morisano, D., Hirsh, J. B., Peterson, J. B., Phil, R. O., & Shore, B. M. J. (2010). Setting, elaborating, and reflecting on personal goals improves academic performance. Journal of Applied Psychology, 95, 255-264.
Nalipay, M. J. N., King, R. B., & Cai, Y. (2020). Autonomy is equally important across east and west: Testing the cross-cultural universality of self-determination theory. Journal of Adolescence, 78, 67-72.
North, A. C., Linely, P. A., & Hargreaves, D. J. (2010). Social loafing in a co-operative classroom task. An International Journal of Experimental Educational Psychology, 20 (4), 389-392.
Reeve, J. (2018). Understanding motivation and emotion (Seventh edit.). Hoboken, NJ: John Wiley & Sons, Inc.
Ross, L. (2018). From the fundamental attribution error to the truly fundamental attribution error and beyond: my research journey. Perspectives on Psychological Science, 13 (6), 750-769.
Ryan, R. (2019). The oxford handbook of human motivation. New York, NY: Oxford University Press.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classical definitions and new directions. Contemporary Educational Psychology, 25, 54–67.
Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation in school (pp. 171-196). New York, NY: Routledge.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development and wellness. New York, NY: Guilford Press.
Sanna, L. J. (1992). Self-efficacy theory: Implications for social facilitation and social loafing. Journal of Personality and Social Psychology, 62 (5), 774–786.
Schopenhauer, A. (1960). Essay on the freedom of the will (K. Kolenda, trans.). Indianapolis, IN: Bobbs-Merrill.
Schmitt, J. (2014). Attribution theory. Wiley Encylopedia Management, 9 (2), 1-3.
Schutz, P. A., & Davis, H. A. (2000). Emotions and self-regulation during test taking. Educational Psychologist, 35 (4), 243-256.
Sheldon, K.M., & Gunz, A. (2009). Psychological needs as basic motives, not just experiential requirements. Journal of Personality, 77 (5), 1467-1492
Stevens, C. K., & Gist, M. E. (1997). Effects of self-efficacy and goal orientation on negotiation skill maintenance: What are the mechanisms? Personnel Psychology, 50, 955–978.
Troland, L. T. (1967). The fundamentals of human motivation. Brooklyn, NY: Hafner.
Tugade, M. M., Fredrickson, B. L., & Barrett, L. F. (2004). Psychological resilience and positive emotion granularity: Examining the benefits of positive emotions on coping and health. Journal of Personality, 72, 1161–1190.
Urhahne, D., & Wijnia, L. (2023). Theories of motivation in education: An integrative framework. Educational Psychology Review, 35 (45), 1-35.
Van Assche, J., van der Kaap-Deeder, J., Audenaert, E., De Schryver, M., & Vansteenkiste, M. (2018). Are the benefits of autonomy satisfaction and the costs of autonomy frustration dependent on individuals’ autonomy strength? Journal of Personality, 86 (6), 1017–1036.
Van den Broeck, A., Howard, J. L., Vaerenbergh, Y. V., Leroy, H., & Gagne, M. (2016a). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. Organizational Psychology Review, 11 (3), 240-273.
Van den Broeck, A., Ferris, D. L., Chang, C. H., Rosen, C. C. (2016b). A review of self-determination theory’s basic psychological needs at work. Journal of Management, 42 (5), 1-35.
VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57, 995–1015.
Vlachopoulos, S. P., & Karageorghis, C. I. (2007). Interaction of external, introjected, and identified regulation with intrinsic motivation in exercise: Relationships with exercise enjoyment. Journal of Applied Biobehavioral Research, 10 (2), 113-132.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92 (4), 548–573.
Weiner, B. (2018). The legacy of an attribution approach to motivation and emotion: A no-crisis zone. Motivation Science, 4 (1), 4–14.
Weiner, B. (2019). Wither attribution theory. Journal of Organizational Behavior, 40 (5), 603–604.
Wigfield, A. & Cambria, J. (2010). Expectancy-value theory: Retrospective and prospective. Advances in Motivation and Achievement, 16, 35-70.
Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6 (1), 49-78.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 91–120). San Diego, CA: Academic Press.
Wigfield, A., Tonks, S., Eccles, J. S. (2004). Expectancy value theory in cross-cultural perspective. In Mclnerney, D. M., & Van Etten, S. (Eds.), Big theories revisited (pp. 165-198). Greenwich, CT: Information Age Publishing.
Referanslar
Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64 (6), 359-372.
Atkinson, J. W. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand.
Ball, C., Huang, K. T., Cotten, S. R., Rikard, R. V., Coleman, L. O. (2016). Invaluable values: An expectancy-value theory analysis of youths’ academic motivations and intentions. Information, Communication, & Society, 19 (5), 618-638.
Bargh, J. A. (1999). The cognitive monster: The case against controllability of automatic stereotype effects. In S. Chaiken & Y. Trope (Eds.), Dual process theories in social psychology (pp. 361–382). New York, NY: Guilford Press.
Bond, M. H., Leung, K., & Wan, K.C. (1982) The social impact of self-effacing attributions: The Chinese case. The Journal of Social Psychology, 118 (2), 157–166.
Bouzenita, A. I., & Boulanouar, A. W. (2016). Maslow’s hierarchy of needs: An Islamic critique. Intellectual Discourse, 24 (1). Doi: 10.31436/id.v24i1.749
Bradley, G. W. (1978). Self-serving biases in the attribution process: A reexamination of the fact or fiction question. Journal of Personality and Social Psychology, 36 (1), 56-71.
Carver, C. S., & Scheier, M. F. (1990). Origins and functions of positive and negative affect: A control-process view. Psychological Review, 97 (1), 19–35.
Cellar, D. F., Stuhlmacher, A. F., Young, S. K., Fisher, D. M., Adair, C. K., Haynes, S., Twichell, E., Arnold, K. A., Royer, K., Denning, B. L., & Riester, D. (2011). Trait goal orientation, self-regulation, and performance: A meta-analysis. Journal of Business and Psychology, 26, 467-493.
Chaby, L. E., Sheriff, M. J., Hirrlinger, A. M., & Braithwaite, V. A. (2015). Can we understand how developmental stress enhances performance under future threat with the Yerkes-Dodson law? Communicative & Integrative Biology, 8 (3). Doi: 10.1080/19420889.2015.1029689
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49 (3), 182–185.
Deci, E. L., & Vansteenkiste, M. (2004). Self-determination theory and basic need satisfaction: Understanding human development in positive psychology. Ricerche di Psicologia, 27, 23-40.
Decker, L. (2018). Motivation: Biological, psychological, and environmental. New York, NY: Routledge.
Eccles, J. S. (2005). Subjective task values and the Eccles et al. model of achievement related choices. In A. J. Elliott & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). New York: NY: Guilford.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
Ekman, P. (1992). An argument for basic emotions. Cognition and Emotion, 6 (3-4), 169–200.
Elliot, A. J., & McGregor, H. A. (2001). A 2X2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519.
Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232-244.
Gambrel, P.A., & Cianci, R. (2003). Maslow’s hierarchy of needs: Does it apply in a collectivist culture. The Journal of Applied Management and Entrepreneurship, 8 (2), 143-161.
Heath, C., Larrick, R. P., & Wu, G. (1999). Goals as reference points. Cognitive Psychology, 38, 79-109.
Herzberg, F., Mausner, B., & Snyderman, B. B. (1959). The motivation to work (Second edit.). New York, NY: Wiley.
Hidi, S., Renninger, K. A., Krapp, A. (2004). Interest, a motivational variable that combines affective and cognitive functioning. In D.Y. Dai & R.J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 89-115). Mahwah, NJ: Lawrence Erlbaum Associates.
Kelley, H. H. & Michela, J. L. (1980). Attribution theory and research. Annual Review of Psychology, 31, 457-501.
Kim, C., & Pekrun, R. (2014). Emotions and motivation in learning and performance. In Spector, J., Merrill, M., Elen, J., & Bishop, M. (Eds), Handbook of research on educational communications and technology (pp. 65-75). New York, NY: Springer.
Locke, J. (1690). An essay concerning human understanding. http://humanum.arts.cuhk.edu.hk/Philosophy/Locke/echu
Locke, E. A., & Latham, G. P. (2019). The development of goal setting theory: A half century retrospective. Motivational Science, 5 (2), 93-105.
Mace, C. A. (1935). Incentives: Some experimental studies. (Report No. 72). Industrial Health Research Board. Great Britian.
Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98 (2), 224–253.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50 (4), 370-96.
Maslow, A. H. (1954). Motivation and personality. New York, NY: Harper & Row.
Maslow, A. H. (1970a). Motivation and personality (Second edit.). New York, NY: Harper & Row.
Maslow, A. H. (1970b). Religions, values, and peak experiences. New York, NY: Penguin. (Original work published in 1966).
Maslow, A. H. (1987). Motivation and personality (Third edit.). New York, NY: Pearson Education.
Morisano, D., Hirsh, J. B., Peterson, J. B., Phil, R. O., & Shore, B. M. J. (2010). Setting, elaborating, and reflecting on personal goals improves academic performance. Journal of Applied Psychology, 95, 255-264.
Nalipay, M. J. N., King, R. B., & Cai, Y. (2020). Autonomy is equally important across east and west: Testing the cross-cultural universality of self-determination theory. Journal of Adolescence, 78, 67-72.
North, A. C., Linely, P. A., & Hargreaves, D. J. (2010). Social loafing in a co-operative classroom task. An International Journal of Experimental Educational Psychology, 20 (4), 389-392.
Reeve, J. (2018). Understanding motivation and emotion (Seventh edit.). Hoboken, NJ: John Wiley & Sons, Inc.
Ross, L. (2018). From the fundamental attribution error to the truly fundamental attribution error and beyond: my research journey. Perspectives on Psychological Science, 13 (6), 750-769.
Ryan, R. (2019). The oxford handbook of human motivation. New York, NY: Oxford University Press.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classical definitions and new directions. Contemporary Educational Psychology, 25, 54–67.
Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation in school (pp. 171-196). New York, NY: Routledge.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development and wellness. New York, NY: Guilford Press.
Sanna, L. J. (1992). Self-efficacy theory: Implications for social facilitation and social loafing. Journal of Personality and Social Psychology, 62 (5), 774–786.
Schopenhauer, A. (1960). Essay on the freedom of the will (K. Kolenda, trans.). Indianapolis, IN: Bobbs-Merrill.
Schmitt, J. (2014). Attribution theory. Wiley Encylopedia Management, 9 (2), 1-3.
Schutz, P. A., & Davis, H. A. (2000). Emotions and self-regulation during test taking. Educational Psychologist, 35 (4), 243-256.
Sheldon, K.M., & Gunz, A. (2009). Psychological needs as basic motives, not just experiential requirements. Journal of Personality, 77 (5), 1467-1492
Stevens, C. K., & Gist, M. E. (1997). Effects of self-efficacy and goal orientation on negotiation skill maintenance: What are the mechanisms? Personnel Psychology, 50, 955–978.
Troland, L. T. (1967). The fundamentals of human motivation. Brooklyn, NY: Hafner.
Tugade, M. M., Fredrickson, B. L., & Barrett, L. F. (2004). Psychological resilience and positive emotion granularity: Examining the benefits of positive emotions on coping and health. Journal of Personality, 72, 1161–1190.
Urhahne, D., & Wijnia, L. (2023). Theories of motivation in education: An integrative framework. Educational Psychology Review, 35 (45), 1-35.
Van Assche, J., van der Kaap-Deeder, J., Audenaert, E., De Schryver, M., & Vansteenkiste, M. (2018). Are the benefits of autonomy satisfaction and the costs of autonomy frustration dependent on individuals’ autonomy strength? Journal of Personality, 86 (6), 1017–1036.
Van den Broeck, A., Howard, J. L., Vaerenbergh, Y. V., Leroy, H., & Gagne, M. (2016a). Beyond intrinsic and extrinsic motivation: A meta-analysis on self-determination theory’s multidimensional conceptualization of work motivation. Organizational Psychology Review, 11 (3), 240-273.
Van den Broeck, A., Ferris, D. L., Chang, C. H., Rosen, C. C. (2016b). A review of self-determination theory’s basic psychological needs at work. Journal of Management, 42 (5), 1-35.
VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57, 995–1015.
Vlachopoulos, S. P., & Karageorghis, C. I. (2007). Interaction of external, introjected, and identified regulation with intrinsic motivation in exercise: Relationships with exercise enjoyment. Journal of Applied Biobehavioral Research, 10 (2), 113-132.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92 (4), 548–573.
Weiner, B. (2018). The legacy of an attribution approach to motivation and emotion: A no-crisis zone. Motivation Science, 4 (1), 4–14.
Weiner, B. (2019). Wither attribution theory. Journal of Organizational Behavior, 40 (5), 603–604.
Wigfield, A. & Cambria, J. (2010). Expectancy-value theory: Retrospective and prospective. Advances in Motivation and Achievement, 16, 35-70.
Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6 (1), 49-78.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 91–120). San Diego, CA: Academic Press.
Wigfield, A., Tonks, S., Eccles, J. S. (2004). Expectancy value theory in cross-cultural perspective. In Mclnerney, D. M., & Van Etten, S. (Eds.), Big theories revisited (pp. 165-198). Greenwich, CT: Information Age Publishing.
