Relationships between Motivation to Study  Lesson and Classroom Engagement

Ali Eryılmaz; Fatma Altınsoy

Article Details

Relationships between Motivation to Study Lesson and Classroom Engagement

Authors:

Ali Eryılmaz | Fatma Altınsoy

Publisher:

Eğitim Araştırmaları Birliği Derneği

Journal:

International Journal of Educational Researchers 2016 Vol.7 Issue 2, pp.56-68

Document Type:

Article

Publication Date:

8/2016

Document Language:

Turkish

Document ID (Org No.):

2000815553

Frequency:

Annual

eISSN:

1308-9501

pISSN:

1308-9501

Abstract:

 

The goal of this study is to examine the relationships between motivation to study lesson and classroom engagement. The study was conducted on 214 female and 197 male, in total 411, students who were 10th and 11th grade high school students. Data were collected via Motivation to Study Lesson and Classroom Engagement Scales in the study. The relations between motivation to study and gender were examined via independent samples t-test technique. Furthermore, the relations between motivation to study and classroom engagement were evaluated with multiple regression analysis technique. According to the findings of the study, it was found out that the cases of intrinsic motivation for studying for girls were higher than the boys. Boys, on the other hand, had higher scores than the girls in terms of amotivation for studying. Regression analysis results showed that the cases of getting motivated to study were related to emotional engagement. Moreover, it was important for the girls to engage cognitively in the lesson in their intrinsic motivation for studying lesson. In conclusion, emotional engagement and gender seems important in students’ motivation for studying lesson.

Article Details

Relationships between Motivation to Study Lesson and Classroom Engagement

Authors: Ali Eryılmaz | Fatma Altınsoy

Publisher: Eğitim Araştırmaları Birliği Derneği

Journal: International Journal of Educational Researchers 2016 Vol.7 Issue 2, pp.56-68

Document Type: Article

Publication Date: 8/2016

Document Language: Turkish

Document ID (Org No.): 2000815553

Frequency: Annual

eISSN: 1308-9501

pISSN: 1308-9501

Issues

Authors:

Ali Eryılmaz | Fatma Altınsoy

Publisher:

Eğitim Araştırmaları Birliği Derneği

Journal:

International Journal of Educational Researchers 2016 Vol.7 Issue 2, pp.56-68

Document Type:

Article

Publication Date:

8/2016

Document Language:

Turkish

Document ID (Org No.):

2000815553

Frequency:

Annual

eISSN:

1308-9501

pISSN:

1308-9501