Browsing by Subject "Autonomous and controlled motivation"

Now showing 1 - 4 of 4

Open Access
Is it promoted or endorsed achievement goals and underlying reasons that predict students’ intrinsic motivation?
(2016-06) Karakaş, Özge N.
The aim of this research was to investigate (a) the effects of mastery-approach (MAp) and performance-approach (PAp) goals induced in an autonomous or a controlling condition to students’ intrinsic motivation through an experiment (Study 1), and (b) the relation of an endorsed achievement goal during a specific computerized game and the autonomous or controlling underlying reasons to students’ intrinsic motivation (Study 2) by using a cross-sectional design. In Study 1, 66 students from a private non-profit university in Ankara, Turkey were randomly assigned to four experimental conditions (mastery-approach goal with autonomous reasons, mastery-approach goal with controlling reasons, performance-approach goal with autonomous reasons, performance approach goal with controlling reasons) to play a computerized tennis like game. After the game they reported their intrinsic motivation as well as their achievement goal and underlying reasons during the game. The results of a MANOVA showed that there were no differences in participants’ intrinsic motivation across the four conditions. In Study 2, 110 students from a private non-profit university in Ankara, Turkey were asked to play the computerized tennis like game; they were not induced any conditions. The participants reported after the game their intrinsic motivation as well as their achievement goal and underlying reasons during the game. The results of hierarchical regression analyses indicated that reasons underlying achievement goals (AGs) were related to students’ intrinsic motivation. The findings of this study are discussed as well as implications for education and for further research.
Open Access
Predicting student task motivation: the role of endorsed achievement goals and personal characteristics
(2016-05) Kahraman, Fulya
This study is a quantitative experimental design that investigates the relationship between students’ achievement outcomes (i.e., undesired outcomes, such as cheating behaviors and desired outcomes such as intrinsic motivation) and their achievement goals that were adapted for autonomous and controlling reasons. Additionally, this investigation considered students’ individual values and their dispositional motives that are related to the need for achievement and to the fear of failure. In this research, 219 students participated and completed a set of questionnaires that were written in their native language (Turkish). The study was conducted in the School of English Language within a private non-profit university in Ankara, Turkey. The study had six conditions that encouraged students to adopt one out of three achievement goals (i.e., performance-approach, intrapersonal-approach and intrapersonal-avoidance) for two motivational reasons (i.e., autonomous and controlling). A controlling neutral condition was also conducted (i.e., no induced goal nor underlying reason.). Both the need for achievement and fear of failure predicted autonomous reasons that were underlying the endorsement of intrapersonal-approach goal. On the other hand, neither the need for achievement nor fear of failure predicted autonomous reasons underlying the endorsement of either performance-approach or intrapersonal-avoidance goal. Furthermore, students who have endorsed a value to pursue their own interest (i.e., self-enhancement value) are less likely to endorse the goal to improve themselves (intrapersonal-approach goal) during a particular task. The study concludes with recommendations and implications for the findings.
Open Access
Students’ motivation and their social adjustment in the classroom
(2016-05) Yalçın, Saniye
The aim of the present correlational study was to investigate Turkish students’ social motivation for their studies. Specifically, it investigated to what extent they endorse a social achievement goal for autonomous or for controlling reasons. Furthermore, the research examined the relation of the endorsed reasons (autonomous and controlling) underlying the social achievement goals to students’ perceived social competence and negative behavior (e.g., aggression, hostility and anger). A cross-sectional design was chosen to measure each variable at one point in time for each participant. A questionnaire was administrated to 226 graduate and undergraduate students (Mage = 22.36, SD = 3.92; 67.4% females), from a private nonprofit university in Ankara, who participated voluntarily in the study. Descriptive statistics showed that Turkish students scored higher on social development goals (the goal to develop meaningful relationships) than on either the social demonstration-approach goals (the goal to be popular) or the social demonstration-avoid goals (the goal to avoid social disapproval). The descriptive statistics also showed that the Turkish students endorsed social development goals for both autonomous (volitional) and controlling (pressuring) reasons. Moreover, a regression analysis showed that controlling reasons underlying social development goals tended to mediate the relation of perceived social competence and negative behavior (e.g., aggression, hostility and anger). Specifically, perceived social competence was negatively related to controlling reasons underlying social development goals and controlling reasons were positively related to negative behavior (e.g., aggression, hostility and anger). Students who had low-perceived social competence adopted social development goals for controlling reasons. Subsequently, those that adopted social development goals for controlling reasons reported high levels of aggressive, anger or hostile behavior toward others. The results are discussed in terms of implications for Turkish curriculum and instruction and they suggest modifications for curriculum and instruction to increase Turkish students’ perceived social competence and to decrease their controlled motivation.
Open Access
Teacher motivating style, students‟ quality of motivation and students‟ striving in math
(2016-06) Goldfinger, Leyla
Using a cross-sectional design, this study investigated through a survey the relationship of Turkish high school math teachers‟ perceived motivating style with students‟ type of achievement goals and the reasons for endorsing them. The study also investigated the relation of students‟ type of achievement goals and their underlying reasons with their grade, learning strategies, experience of challenge, and self-handicapping in math. The study included 180 students (Mage = 16.01, SD = 1.44, 56.7% females) from grades “preparatory level” to 12th, from an international foundation school in eastern part of Turkey. The questionnaires measured Math teachers‟ perceived autonomy support, structure, and involvement as well as perceived classroom goal structures. Students‟ achievement goal type (mastery-approach, performance-approach or outcome goal) and the underlying reasons for pursuing the goal (autonomous or volitional versus controlling or pressuring reasons) were also measured. Lastly, academic self-handicapping, use of effective learning strategies, experience of challenge in Math were measure with the questionnaires and data about students‟ average grades in Math was collected. Results showed that mastery-approach goal was chosen most frequently as the most dominant goal of the participants in math. Students who were focused on their performance, however, chose to get high grades (i.e., endorsed an outcome goal) instead of outperforming other students (i.e., endorsing a performance-approach goal). Performance-approach goal was not a dominant goal for the majority of the participated Turkish students. A hierarchical regression analysis revealed that autonomous reasons underlying either a mastery-approach goal or an outcome goal related positively to use of effective learning strategies and experience of challenge in math. In contrast, controlling reasons underlying mastery-approach or outcome goal were negatively related to experience of challenge in math. The autonomous reasons underlying mastery-approach goals were also positively related with perceived teacher‟s involvement whereas the controlling reasons underlying mastery-approach goals were positively related with perceived performance-approach goal structures. The results were discussed in terms of their implication to educational practices.