The Relationship between Student Motivation and Class Engagement Levels

Autor/in	Nayir, Funda
Titel	The Relationship between Student Motivation and Class Engagement Levels
Quelle	In: Eurasian Journal of Educational Research, (2017) 71, S.59-77 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-597X
Schlagwörter	Foreign Countries; Student Motivation; Learner Engagement; Incentives; High School Students; Mastery Learning; Self Determination; Surveys; Likert Scales; Factor Analysis; Correlation; Regression (Statistics); Turkey (Ankara); Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Ausland; Schulische Motivation; Anreiz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbstbestimmung; Survey; Umfrage; Befragung; Likert-Skala; Faktorenanalyse; Korrelation; Regression; Regressionsanalyse
Abstract	Purpose: Student engagement and interest in class are important conditions for active learning. For this they must be highly motivated. In other words, students who have high motivation make an effort to be engaged in class. Thus, knowing students' motivation level is important for active engagement in class. The aim of the present study is to study the relationship between class engagement and motivation levels among high school students. Research Methods: We conducted our study using a relational research model. The study population comprised students attending high schools in the Ankara central district. Some 500 high school students selected by simple random sampling in Ankara province were administered the scale. Of the scales responded to, 322 were included in the study. Findings: When students' learning orientations were examined, they were seen to have adopted mastery-oriented learning mostly, followed by performance-avoidance oriented and performance-approach oriented learning. When the results of the analysis were viewed according to variables, there is a significant difference in terms of gender, school type, and grade. The result of the present study suggests that mastery-oriented learning is a significant predictor of all dimensions of class engagement. Implications for Research and Practice: The research has revealed that motivation level is related to class engagement, that vocational school students are affected more by motivational factors and that motivation level decreases as grade level increases. Also, mastery-oriented learning is a significant predictor of all dimensions of class engagement. There is yet more research needed on the gender variable. Along this line it may be suggested that use of intrinsic drives may increase success rates of vocational school students. Teachers and school administrators must use more motivational tools for vocational school students. Also, in-class activities may be planned to make high school seniors more engaged in class. It is believed that the future research must focus on the gender variable and investigate the relationship between the roles of teachers in class and student motivation levels. [This study was partly presented at the 2rd International Eurasian Educational Research Congress in Ankara, 08-10 June, 2015.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01