Educational Sciences

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Browsing Educational Sciences by Author "Altan, Servet"

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    It is autonomous, not controlled motivation that counts: Linear and curvilinear relations of autonomous and controlled motivation to school grades
    (Elsevier, 2020-12-07) Mouratidis, Athanasios; Michou, Aikaterini; Sayil, M.; Altan, Servet
    Can controlled motivation contribute to desired educational outcomes such as academic achievement over and above autonomous motivation? No, According to Self-Determination Theory. Yet, some recent findings have shown that controlled motivation may not fully undermine motivated behavior when autonomous motivation remains high. In this study, we tested this possibility through two different samples of more than 3000 Turkish adolescent students. Through polynomial regression and response surface analyses we found only slim evidence that high controlled motivation can predict higher grades. Instead, a consistent finding that emerged was that higher grades were expected when high levels of autonomous motivation coincided with low levels of controlled motivation rather than high levels of controlled motivation. These findings highlight the usefulness of polynomial regressions and response surface analyses to examine pertinent questions which challenge the view that controlled motivation may not be as much detrimental as self-determination theory claims to be.
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    Learner profile attributes in IB teaching: Insights from a continuum school in Turkey
    (SAGE, 2022) Keser, Özlem; Altan, Servet; Lane, Jennie F.
    This article presents findings from a case study of a K-12 school in Turkey where teachers shared perceptions of how the International Baccalaureate Learner Profile attributes related to their own practice. While discussing the interdependency of the attributes, teachers considered that being an inquirer is the most valuable attribute for effective International Baccalaureate teachers. Participants at all grade levels believed that being open-minded and reflective were important attributes. Despite the importance of inquiry, participants shared that they feel most capable of implementing the attribute of being knowledgeable. The conceptual framework developed for this study may be used by schools and teacher educators to develop attributes of teachers who can help students become global citizens with intercultural understandings.
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    Using habits of mind, intelligent behaviors, and educational theories to create a conceptual framework for developing effective teaching dispositions
    (Corwin Press, 2019) Altan, Servet; Lane, Jennie F.; Dottin, E.
    Despite the heated debates about dispositions in teacher education, most accrediting agencies continue to put dispositions among their priorities. The authors of the current article concur with the value of using Dewey to understand how habits can be clustered to better understand intelligent teaching dispositions. But, can we extend Dewey’s epistemology to learning theories in a manner that informs the making of teaching conduct more intelligent? To address this question, the authors applied qualitative content analysis to review the literature. Through a deductive approach, dispositions as Habits of Mind were related to educational theories using intelligent behaviors as the common denominator. The conclusion is that dispositions can be clustered around Habits of Mind that are related directly to educational learning theories vis-à-vis thoughtfulness, and to learning theories that support learning or mindfulness. Grounding dispositions as habits of mind in selected educational theories may guide and support the professional development of teaching dispositions.
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    Week-to-week interplay between teachers’ motivating style and students’ engagement
    (Routledge, 2021-03-15) Michou, Aikaterini; Altan, Servet; Mouratidisa, Athanasios; Reeveb, J.; Malmbergc, L.
    Research has shown that teachers’ autonomy support and provision of structure relate to students’ agentic and behavioral engagement. Moreover, agentic engagement elicits higher teacher autonomy support. In the present 5-week diary study, we investigated the dynamic nature of this interplay between teachers and students through their cross-assessment of students’ agentic and behavioral engagement. We also considered the week-to-week student-reported teacher autonomy support and provision of structure as well as two student personal characteristics — proactive personality and situational autonomous versus controlled motivation. Two hundred fifty-seven Turkish middle school students and their teachers from 13 classes participated in the study. Multilevel analyses showed that students’ week-to-week perceived autonomy support and initial level of autonomous motivation positively predicted week-to-week agentic engagement (teacher- and student-reported). Students’ week-to-week perceived structure positively predicted week-to-week agentic and behavioral engagement (student-, but not teacher-, reported). These findings indicate the interplay between students’ situational engagement and teachers’ situational motivating style (i.e., autonomy support and provision of structure). They also suggest greater predictive power for students’ situational motivation over the personal trait of proactive personality.