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dc.contributor.advisorMichou, Aikaterini
dc.contributor.authorDeğirmen, Burçin
dc.date.accessioned2016-07-13T06:40:06Z
dc.date.available2016-07-13T06:40:06Z
dc.date.copyright2016-06
dc.date.issued2016-06
dc.date.submitted2016-07-11
dc.identifier.urihttp://hdl.handle.net/11693/30131
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (M.S.): Bilkent University, The Program of Curriculum and Instruction, İhsan Doğramacı Bilkent University, 2016.en_US
dc.descriptionIncludes bibliographical references (leaves 57-67).en_US
dc.description.abstractThis study investigated if students’ need satisfaction and frustration are related to their learning strategies through mastery-approach goals (MAp; the goal to learn as much as possible) and mastery-avoidance goals (MAv; the goal to avoid learning less than it is possible). Furthermore, the study investigated if the autonomous and controlling reasons underlying these goals are related to their needs satisfaction or frustration. To address the questions for this research, two studies were conducted through two different research designs: a correlational cross-sectional study followed by a correlational short-term longitudinal investigation. The correlational cross-sectional was conducted with 226 students who participated voluntarily. They were from different departments of a foundation university in Ankara, Turkey. The correlational short-term longitudinal study was conducted with 331 students from the English Language Preparatory Program of the same university. In both studies, same survey was administered to assess the mediating role of autonomous and controlling reasons underlying the pursuit of MAp and MAv goals between students’ perceived need satisfaction and learning strategies. The results of the path analysis showed that students’ perceived need satisfaction was positively related to MAp and MAv goals, particularly to the autonomous reasons underlying these goals. Also, when students adopt MAp or MAv goal for controlling reasons, students’ need frustration is high. Additionally, MAp goals and autonomous reasons underlying MAp goals are stronger positive predictors of students’ learning strategies than the MAv goals and their underlying autonomous reasons. Finally, suggestions for further research and implications of the results for education and teaching practices are discussed.en_US
dc.description.statementofresponsibilityby Burçin Değirmen.en_US
dc.format.extentxii, 78 leaves : charts.en_US
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectNeed satisfactionen_US
dc.subjectNeed frustrationen_US
dc.subjectMastery-approach goalsen_US
dc.subjectMastery-avoidance goalsen_US
dc.subjectAutonomous and controlled motivation and learning strategiesen_US
dc.titleStudent need satisfaction and learning strategies: the relation to mastery goals and underlying reasonsen_US
dc.title.alternativeÖğrencilerin ihtiyaç tatmini ve öğrenme stratejileri: başarı hedefleri ve altında yatan sebepleren_US
dc.typeThesisen_US
dc.departmentM.A. in Curriculum and Instructionen_US
dc.publisherBilkent Universityen_US
dc.description.degreeM.S.en_US
dc.identifier.itemidB153639


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