Öğrenci Motivasyonu

Celalettin Korkmaz

doi:10.37609/akya.3324

Yazarlar

Celalettin Korkmaz

https://orcid.org/0000-0001-7249-1070

DOI: https://doi.org/10.37609/akya.3324.c9246

Özet

Motivasyon, öğrencilerin başarı beklentileri, görevlerine verdikleri değer ve psikolojik ya da diğer ihtiyaçlarından etkilenir. Öğrencilerin hedeflerine ulaşmalarını sağlayan aktiviteler motivasyonla başlar ve bu güdülenme sayesinde devam eder. Motivasyonel süreçler, bireyin seçimleri, gösterdiği çaba, ısrarı ve başarılarıyla sonuçlanan kişisel etkilerden oluşur. Aynı zamanda bu süreçler, öğrencinin çevresini düzenleme biçimini de etkiler. Temelde motivasyon iki ana başlık altında incelenir: içsel motivasyon ve dışsal motivasyon. İçsel motivasyon, bireyin iç dünyasından kaynaklanır. Örneğin, bir öğrenci yabancı dil dersinde başarılı olmak için motive olabilir çünkü dilde akıcı olmayı gerçekten istiyordur. Bu tür bir güdülenmeye sahip olan öğrenciler, konuyu öğrenmekten duydukları ilgi, keyif ve memnuniyetle yönlendirilir. Konuya olan ilgileri, onların ders boyunca daha aktif ve istekli olmalarını sağlar. Dışsal motivasyon ise bireyin çevresinden gelen teşviklerle şekillenir ve çoğu zaman ödül veya başarı beklentisiyle ilişkilidir. Her ne kadar dışsal motivasyon, içsel motivasyona kıyasla bazen daha yüzeysel ya da geçici olarak görülse de, içsel motivasyon eksik olduğunda oldukça etkili olabilir. Özellikle, öğrencilerin dersle doğrudan bir bağ kuramadıkları durumlarda, dışsal motivasyon bir başlangıç noktası olabilir. Bir konunun öğrencilerle ilişkili hale getirilmesi, onların motivasyonunu artırmada kritik bir rol oynar. Öğretmenler, derslerin neden yararlı olduğunu açıkça gösterebilmeli ve içerikleri öğrencilerin hayatlarıyla bağlantılandırmalıdır. Örneğin, yabancı dil öğrenen bir öğrenci dersle kişisel bir bağ kuramazsa, bu öğrencinin dili öğrenmesi ve hedeflerine ulaşması daha uzun sürecektir. Öğrencilerin öğrendiklerinin önemini ve gerçek dünyadaki uygulamalarını anlamaları, motive kalmaları için elzemdir. Öğrenci merkezli bir yaklaşım benimseyerek, onları zorlayacak ama aynı zamanda çaba gösterdiklerinde başarabilecekleri etkinlikler sunmak gereklidir. Bu tür etkinlikler arasında projeler, deneyler, tartışmalar ve aktif öğrenci katılımını teşvik eden diğer çalışmalar yer alır. Özerklik, ilişki kurma ve yeterlilik duygularını desteklemek, öğrencilerin eylemlerinin kendi kontrollerinde olduğunu hissetmeleri açısından oldukça önemlidir. Bu, öğrencilerde yeterlilik hissi oluşturarak motivasyonu artırmanın etkili bir yoludur.

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