Graduate School of Education

Permanent URI for this collectionhttps://hdl.handle.net/11693/115677

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Browsing Graduate School of Education by Subject "Academic Achievement"

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    Do students who engage in regular physical activity perform better in school? Implications for instruction
    (2018-05) Ünüvar, İdil
    The present study aimed to investigate the role of physical activity on high school students’ academic performance. To reach this aim, three groups of students compared in this study in terms of academic achievement (Grade Point Average and literature grades), academic motivation and academic procrastination; athletic students, students who do regular physical activity and students who do not do any physical activity. In addition, the correlation between academic motivation and exercise motivation was examined. The study was conducted in six private high schools in Ankara, İzmir and İstanbul, Turkey with the participation of 486 students and 3 teachers. The results of MANOVA revealed that students who do not do any regular physical activity had significantly higher academic GPA (Grade Point Average) and Literature grades than athletic students. In addition, regression analysis revealed that physical activity negatively and academic autonomous motivation positively predicted academic GPA. Furthermore, physical activity and academic autonomous motivation negatively predicted academic procrastination. Bivariate correlation revealed that there is a significant correlation between academic motivation and exercise motivation.
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    Quality of motivation, well-being and achievement in preparatory programs for English language: implications for curriculum and instruction
    (2018-09) Güler, Aslıhan Tuğçe
    This thesis investigates Turkish students’ autonomous and controlled motivation in preparatory programs for English language and their correlates. Specifically, the study examined (a) to what extent preparatory school students’ autonomous and controlled motivation for their English courses in preparatory school (specific level) can be predicted by their motivations to study for their disciplinary courses in a university department (contextual level). Also, this research examined (b) the relation between autonomous and controlled motivation for English courses and students’ academic achievement and vitality in preparatory English classes. In order to analyze the relations between the variables, a cross-sectional correlational research design was applied. The study was conducted in fourteen universities in Turkey with 121 participants. (Mean age = 20.04; SD = 1,319). The results of the two-step hierarchical regression analyses revealed that students’ autonomous or controlled motivation at a specific level (English classes) was significantly predicted by their autonomous or controlled motivation at a contextual level (disciplinary courses). Also, the regression analysis indicated that specific controlled motivation of the participants was high when they prolonged their studies in preparatory school in addition to a low level of proficiency in English. On the other hand, the achievement scores were negatively and positively associated with specific controlled and autonomous motivation, respectively. Finally, the findings revealed that vitality was positively related with specific autonomous motivation, while both vitality and achievement was lower both for students with low level of proficiency in English and for students who failed to complete English studies in their first year.