Academic motivation types and learning styles of students in a faculty of education

Derya Uysal

Makale detayları

Academic motivation types and learning styles of students in a faculty of education

Yazarlar:

Derya Uysal

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.7 Issue 4, pp.931-944

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001302098

pISSN:

2602-2249

Anahtar kelimeler:

Özet:

 This paper aimed to report the results of a descriptive correlational study that examined the relationship between academic motivation and learning styles of pre-service teachers. The studys participants were 574 pre-service teachers at the Faculty of Education, University of Alanya Alaaddin Keykubat. Two research instruments Academic Motivation Scale and Learning Styles Inventory were used for collecting the data. Keeping the aim in mind, three hypotheses were formulated and the pearsons chi-square test was run in SPSS so as to test the possible relationships in the hypotheses. According to the analysis of the data, the first hypothesis was confirmed while the second and third hypotheses were rejected. Thus, the dominant academic motivation type of converger and accommodator pre-service teachers was external regulation while the preservice teachers with assimilating learning styles were more likely to have knowing motivation. Besides, diverger pre-service teachers preferred either knowing or external regulation academic motivation type. Last, departments of the pre-service teachers did not determine their academic motivation types and learning styles.

 This paper aimed to report the results of a descriptive correlational study that examined the relationship between academic motivation and learning styles of pre-service teachers. The studys participants were 574 pre-service teachers at the Faculty of Education, University of Alanya Alaaddin Keykubat. Two research instruments Academic Motivation Scale and Learning Styles Inventory were used for collecting the data. Keeping the aim in mind, three hypotheses were formulated and the pearsons chi-square test was run in SPSS so as to test the possible relationships in the hypotheses. According to the analysis of the data, the first hypothesis was confirmed while the second and third hypotheses were rejected. Thus, the dominant academic motivation type of converger and accommodator pre-service teachers was external regulation while the preservice teachers with assimilating learning styles were more likely to have knowing motivation. Besides, diverger pre-service teachers preferred either knowing or external regulation academic motivation type. Last, departments of the pre-service teachers did not determine their academic motivation types and learning styles.

 This paper aimed to report the results of a descriptive correlational study that examined the relationship between academic motivation and learning styles of pre-service teachers. The studys participants were 574 pre-service teachers at the Faculty of Education, University of Alanya Alaaddin Keykubat. Two research instruments Academic Motivation Scale and Learning Styles Inventory were used for collecting the data. Keeping the aim in mind, three hypotheses were formulated and the pearsons chi-square test was run in SPSS so as to test the possible relationships in the hypotheses. According to the analysis of the data, the first hypothesis was confirmed while the second and third hypotheses were rejected. Thus, the dominant academic motivation type of converger and accommodator pre-service teachers was external regulation while the preservice teachers with assimilating learning styles were more likely to have knowing motivation. Besides, diverger pre-service teachers preferred either knowing or external regulation academic motivation type. Last, departments of the pre-service teachers did not determine their academic motivation types and learning styles.

 Bu çalışmanın amacı öğretmen adaylarının akademik güdülenme türü ve öğrenme stili arasındaki ilişkiyi incelemektir. Araştırma tanımlayıcı ilişkisel modelde tasarlanmıştır. Araştırmanın katılımcılarını Alanya Alaaddin Keykubat Üniversitesi Eğitim Fakültesinde 9 farklı bölümde öğrenim gören 574 öğretmen adayı oluşturmaktadır. Verilerin toplanmasında iki araştırma aracı Akademik Güdülenme Ölçeği ve Öğrenme Stilleri Envanteri kullanılmıştır. Araştırma amacı doğrultusunda üç hipotez oluşturulmuştur ve hipotezlerde sunulan olası ilişkileri test etmek için SPSS programında pearson ki-kare bağımsızlık testi yapılmıştır. Sonuç olarak, ayrıştıran ve yerleştiren öğrenme stiline sahip öğretmen adaylarının baskın akademik güdülenme türü dışsal düzenleme iken, özümseyen öğrenme stiline sahip öğretmen adaylarının bilme güdülenme türüne sahip olma olasılıkları daha yüksektir. Ayrıca, değiştiren öğrenme stiline sahip öğretmen adayları bilme ya da dışsal düzenleme akademik güdülenme türünü tercih etmişlerdir. Son olarak, öğretmen adaylarının bölümleri ile akademik güdülenme türleri arasında anlamlı bir ilişki bulunamamıştır. Benzer şekilde öğretmen adaylarının bölümleri ve öğrenme stilleri arasında anlamlı bir ilişki bulunamamıştır.

Makale detayları

Academic motivation types and learning styles of students in a faculty of education

Yazarlar:

Derya Uysal

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.7 Issue 4, pp.931-944

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001302098

pISSN:

2602-2249

Pre-service teachers

academic motivation

learning style

self-determination theory

experiential learning theoryöğretmen adayları

öğrenme stili

akademik güdülenme

öz-düzenleme teorisi

deneyimsel öğrenme modeli

Sayı

Makale detayları

Yazarlar: Derya Uysal

Yayıncı: Anadolu University

Ana Başlıklar: Studies on Education

Dergi: Anadolu University Journal of Education Faculty Vol.7 Issue 4, pp.931-944

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001302098

pISSN: 2602-2249

Sayı

Yazarlar:

Derya Uysal

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.7 Issue 4, pp.931-944

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001302098

pISSN:

2602-2249