Predicting student task motivation: the role of endorsed achievement goals and personal characteristics

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buir.advisorMichou, Aikaterini
dc.contributor.authorKahraman, Fulya
dc.date.accessioned2016-05-18T06:01:47Z
dc.date.available2016-05-18T06:01:47Z
dc.date.copyright2016-05
dc.date.issued2016-05
dc.date.submitted2016-05-16
dc.departmentM.A. in Curriculum and Instructionen_US
dc.descriptionCataloged from PDF version of thesis.en_US
dc.descriptionIncludes bibliographical references (leaves 65-72).en_US
dc.descriptionThesis (M.S.): Bilkent University, The Program of Curriculum and Instruction, İhsan Doğramacı Bilkent University, 2016.en_US
dc.description.abstractThis 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.en_US
dc.description.degreeM.A.en_US
dc.description.statementofresponsibilityby Fulya Kahraman.en_US
dc.format.extentxiv, 106 leaves : graphics.en_US
dc.identifier.itemidB153294
dc.identifier.urihttp://hdl.handle.net/11693/29098
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAutonomous and controlled motivationen_US
dc.subjectEndorsed achievement goalen_US
dc.subjectCheatingen_US
dc.subjectIndividual valuesen_US
dc.subjectIntrinsic motivationen_US
dc.subjectNeed for achievementen_US
dc.subjectFear of failure and achievement goalsen_US
dc.titlePredicting student task motivation: the role of endorsed achievement goals and personal characteristicsen_US
dc.title.alternativeÖğrenci görev motivasyonunu tahmin etmede benimsenen başarı hedeflerinin ve kişisel özelliklerinin rolüen_US
dc.typeThesisen_US

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