Buradasınız

Anasayfa » Content

MATEMATİK MOTİVASYON ÖLÇEĞİ (MMÖ) GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

THE MATHEMATICAL MOTIVATION SCALE (MMS) STUDY OF RELIABILITY AND VALIDITY

Journal Name:

  • The Journal of Academic Social Science Studies

Publication Year:

  • 2013
DOI: 
http://dx.doi.org/10.9761/JASSS1173

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The objective of this study is to conduct an adaptation of Motivational Strategies Questionnaire, which is one of the sub-dimensions of Motivated Strategies for Learning Questionnaire, into Turkish with an aim to review motivational strategies used by primary school students in mathematics. Motivated Strategies for Learning Questionnaire was first developed by Pintrich et al. (1991) for the purpose of determining self-regulation and motivational strategies of the students. This study is intended for the motivational component of Motivated Strategies for Learning Questionnaire. 8 primary schools located in the city center of Balıkesir were determined for the study and 210 5th grade students studying in these primary schools participated in the research process. Articles associated with motivation contained in MSLQ were selected and translated into Turkish. Following the translation process, they were compared to previous adaptations to Turkish and relevant articles were selected. The selected articles were re-adapted to mathematics and restated in such a manner that 5th grade students in primary schools are able to understand. During the data analysis, LISREL 8.80 was used for confirmatory factor analysis to confirm the structural validity of the scale and SPSS 17.0 was applied to determine the reliability coefficient. The results of the study show that Mathematics Motivation Scale consists of six factors and internal consistency coefficient of the scale varies between .85 and .94. Total correlation coefficients of the articles vary between .62 and .89. Based on the results obtained, this scale can be said to be used for the purpose of determining the motivational strategies in mathematics used by 5th grade students in primary schools.
Bookmark/Search this post with
Abstract (Original Language): 
Bu çalışmanın amacı Öğrenmede Motive Edici Stratejiler Ölçeği’nin alt boyutlarından biri olan Motivasyonel Stratejileri Ölçeği’ni ilkokul öğrencilerinin matematik dersinde kullandıkları motivasyon stratejilerini değerlendirmek amacıyla Türkçeye uyarlamaktır. Öğrenmede Motive Edici Stratejiler Ölçeği ilk olarak Pintrich ve arkadaşları (1991) tarafından öğrencilerin öz düzenleme ve motivasyon stratejilerini belirlemek amacıyla geliştirilmiştir. Bu çalışma Öğrenmede Motive Edici Stratejiler Ölçeğinin motivasyon ile ilgili kısmı üzerinde gerçekleştirilmiştir. Araştırma için Balıkesir il merkezi içinde bulunan 8 ilkokul belirlenmiş ve bu okullarda öğrenim gören 210 ilköğretim beşinci sınıf öğrencisi araştırma sürecine katılmıştır. MSLQ ölçeğinin motivasyon ile ilgili kısmından maddeler seçilmiş ve bu maddeler için Türkçe çeviriler yapılmıştır. Yapılan çevirilerin ardından daha önceden yapılmış Türkçe uyarlamalarla karşılaştırmalar yapılmış ve maddeler seçilmiştir. Seçilen bu maddeler matematik dersine göre yeniden uyarlanmış ve ilkokul beşinci sınıf öğrencilerinin anlayabileceği şekilde yeniden ifade edilmiştir. Elde edilen verilerin analizinde ölçeğin yapı geçerliğini belirlemek amacıyla LİSREL 8.80 programında doğrulayıcı faktör analizi ve güvenilirlik katsayısının tespiti için SPSS 17.0 programından yararlanılmıştır. Çalışmasının sonuçlarına göre Matematik Motivasyon Ölçeği’nin altı faktörden oluştuğu, ölçeğin iç tutarlılık katsayısının .85 ila .94 arasında değiştiğini göstermektedir. Madde toplam korelasyon değerleri ise .62 ila .89 arasındadır. Elde edilen bu sonuçlara göre ölçeğin ilköğretim beşinci sınıf öğrencilerinin matematik dersinde kullandıkları motivasyonel stratejileri belirlemek amacıyla kullanılabileceği söylenebilir.
FULL TEXT (PDF): 
PDF icon arastrmx_79201_6_pp_57-77.pdf
  • 4
57-77
  • Turkish

REFERENCES

References: 

ALŞAN, E. U. (2009). Kimya Öğretmen Adaylarının Akademik Başarılarına Öğrenme Stili Tercihleri, Öz Kontrollu Öğrenme ve Motivasyonun Etkisi. Yayımlanmamış Doktora Tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü.
ANANIADOU, K. ve M. CLARO (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers, No. 41, OECD Publishing. doi: 10.1787/218525261154, www.oecd-ilibrary.org/21st-century-skills-and-competences-for-new-millen... 19 Aralık 2010 tarihinde alındı.
ANDERMAN, E. M., AUSTİN, C. C. ve JOHNSON, D. M. (2002). The Development of Goal Orientaiton. In A. Wigfield ve J. S. Eccles (Ed). Development of Achievement Motivation (197-284). San Diego: Academic Press.
ANDREOU, E. (2004). Bully/Victim Problems and Their Association with Machiavellianism and Self-Efficacy in Greek Primary School Children. British Journal of Educational Psychology,74, 297–309.
ANDREOU, E. ve METALLİDOU, P. (2004). The Relationship of Academic and Social Cognition to Behaviour in Bullying Situations Among Greek Primary School Children. Educational Psychology, 24(1), 27-41.
ARCHER, J. (1994). Achievement Goals as a Measure of Motivation in University Students.[Abstract] Contemporary Educational Psychology, 19(4), 430-446.
ARCHER, J. ve SCEVAK, J. (1998). Enhancing Students' Motivation to Learn: Achievement Goals in University Classrooms.[Abstract] Educational Psychology, 18(2), 205-223.
BANDURA, A. (1995).Self-Efficacy in Changing Societies. Cambridge: Cambridge University Press.
BARRON, K. ve HARACKİEWİCZ, J. M. (2000). Achievement Goals and Optimal Motivation: A Multiple Goals Approach. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic And Extrinsic Motivation: The Search For Optimal Motivation and Performance, 231- 255. San Diego, CA: Academic Press.
BEMBENUTTY, H. (2005). Predicting Homework Completion and Academic Achievement: The Role of Motivational Beliefs and Self – Regulatory Process. Unpublished Doctoral Dissertation. The City University of New York. UMI: 3159198.
Matematik Motivasyon Ölçeği (MMÖ) Geçerlik ve Güvenirlik Çalışması
73
BERGER, R. ve HANZE, M. (2009). Comparison of Two Small-Group Learning Methods in 12th-Grade Physics Classes Focusing on Intrinsic Motivation and Academic Performance. International Journal of Science Education, 31 (11), 1511-1527.
BONG, M. (2001). Between- and Within-Domain Relations of Academic Motivation Among Middle and High School Students: Self-Efficacy, Task-Value, and Achievement Goals. Journal of Educational Psychology, 93(1),23–34.
BONG, M. ve SKAALVIK, E.M. (2003). Academic Self-Concept and Self-Efficacy: How Different Are They Really?. Educational Psychology Review, 15(1),1-40.
BRACKNEY, B. E. ve KARABENICK, S. A. (1995). Psychopathology and Academic Performance: The Role of Motivation and Learning Strategies.[Abstract] Journal of Counseling Psychology 42(4), 456- 466.
BYRNES, J. P. (2011) Academic Achievement. In B. B. Brown ve M. J. Prinstein (Eds.) Encyclopedia of Adolescence. Elsevier, San Diego: Acedemic Press.
CHALL, S. J. (2000). The Academic Achievement Challenge: What Really Works in the Classroom? New York: The Guilford Press.
ÇOKLUK, Ö., ŞEKERCİOĞLU, Ö. ve BÜYÜKÖZTÜRK, Ş. (2010). Sosyal Bilimler İçin Çok Değişkenli İstatistik. Ankara: PEGEM Akademi.
DICKINSON, L. (1995). Autonomy and Motivation: A Literature Review. System, 23 (2), 165–174.
DRISCOLL, M. P. (2005). Psychology of Learning for Instruction. Boston: Pearson Allyn and Bacon.
DWECK, C. S. (2002). The Developement of Ability Conceptions. In A. Wigfield & J. S. Eccles (Eds), Development of Academic Motivation (57-88). San Diego, CA: Academic Press.
FESTINGER, L. (1954). A Theory of Social Comprasions Process. Human Relations, 7 (2), 117-140.
FORTIER, M. S. ve VALLERAND, R. J. (1995). Academic Motivation and School Performance: Toward A Structural Model.[Abstract] Contemporary Educational Psychology, 20(3), 257-275.
GOLDMAN, R. ve HEWITT, B. (1976). The Scholastic Aptitude Test Explains Why College Men Major in Science More Often Than College Women.[Abstract] Journal of Counseling Psychology, 23(1), 50-54.
74
Sümer AKTAN – Erdoğan TEZCİ
HACKETT, G. (1985). Role of Mathematics Self-Efficacy In the Choice of Math-Related Majors of College Women and Men: A Path Analysis.[Abstract] Journal of Counseling Psychology, 32(1), 47-56.
HACKETT, G. ve BETZ, N. (1989). An Exploration of The Mathematics Self-Efficacy/ Mathematics Performance Correspondence. Journal for Research in Mathematics Education, 20(3), 261-273.
JACKSON, J. W. (2002). Enhancing Self-Efficacy and Learning Performance. The Journal of Experimental Education, 70(3), 243–255.
JACOBS, J. E. ve ECCLES, J. S. (2000). Parents, task values, and real-life beliefs. In C. Sansone ve J. M. Harackeiwicz (Ed.), Intrinsic and Extrinsic Motivation (408—439). San Diego: Academic Press.
KARATAŞ, H. ve ERDEN, M. (2012). Akademik motivasyon ölçeğinin dilsel eşdeğerlilik, geçerlik ve güvenirlik çalışması. E-Journal of New World Sciences Academy (NEWWSA), 12(4), 983-1003.
LAMB, L. M. (2010). Motivational Factors Influencing The Academic Achievement of Adolescent African-American Males. Doctoral Dissertation. Walden University. UMI. 3404345.
LANE, J. ve LANE, A. (2001). Self-Efficacy and Academic Performance. Social Behavior and Personality, 29(7), 687–694.
LEMKE, M. ve diğ. (2005). International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results from the U.S. Perspective.Washington, DC: U.S. Department of Education, National Center for Education. www.nces.ed.gov/pubs2005/2005003_1.pdf adresinden 17 Kasım 2012 tarihinde alındı.
LIU, X. ve KOIRALA, H. (2009).The Effect of Mathematics Self-Efficacy on Mathematics Achievement of High School Students. NERA Conference Proceedings 2009. Paper 30. http://digitalcommons.uconn.edu/nera_2009/30. adresinden 11.Mayıs.2012 tarihinde alındı.
MIDDLETON, J. A. ve SPANIAS, P. A. (1999). Motivation for Achievement in Mathematics: Findings, Generalizations, and Criticisms of theResearch. Journal for Research in Mathematics Education, 30(1), 65-88.
PAJARES, F. (1996). Self-Efficacy Beliefs in Academic Settings. Review of Educational Research, 66(4), 543-578.
PAJARES, F. (1996). Self-Efficacy Beliefs in Academic Settings. Review of Educational Research, 66(4), 543-578.
PAJARES, F. ve MILLER, M. (1994). Role of Self-Efficacy and Self-Concept Beliefs in Mathematical Problem Solving: A Path Analysis. Journal of Educational Psychology, 86(2), 193-203.
Matematik Motivasyon Ölçeği (MMÖ) Geçerlik ve Güvenirlik Çalışması
75
PAJARES, F. ve VALIANTE, G. (1997). Influence of Self-Efficacy on Elementary Students' Writing. The Journal of Educational Research, 90(6), 353-360.
Partnership for 21st Century Skills (2008). A Report and Mile Guide for 21st Century Skills. http://www.21stcenturyskills.org/downloads/P21_Report.pdf adresinden 11 Ağustos 2011 tarihinde alındı.
PATRICK, H., HICKS, L. ve RYAN, A. M. (1997). Relations of Perceived Social Efficacy and Social Goal Pursuit. Journal of Early Adolescence, 17(2), 109-129.
PINTRICH, P. R. (2000). Multiple Goals, Multiple Pathways: The Role of Goal Orientation in Learning and Achievement. Journal of Educational Psychology, 92(3), 544-555.
PINTRICH, P. R. and SCHUNK, D. H. (1996). Motivation in Education: Theory, Research, and Applications. Prentice Hall, NJ: Englewood Cliffs,
PINTRICH, P. R. ve DE GROOT, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82(1), 33-40.
PINTRICH, P. R. ve ZUSHO, A. (2002). The Development of Academic Self Regulation: The role of Cognitive and Motivational Factors. In A.Wigfield ve J.S. Eccles (Ed). Development of Achievement Motivation (249-284). San Diego: Academic Press.
PINTRICH, P. R., SMITH, D. A. F., GARCIA, T. ve MCKEACHIE, W. J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. Ann Arbor: Michigan. ED 338 122.
RANDHAWA, B. S. ve GUPTA, A. (2000). Cross-National Gender Differences in Mathematics Achievement, Attitude, and Self-Efficacy within A Common Intrinsic Structure. Canadian Journal of School Psychology, 15(2). 51-66.
REEVE, J. ve JANG, H. (2006). What Teachers Say and Do to Support Students' Autonomy During a Learning Activity. [Abstract] Journal of Educational Psychology, 98(1), 209-218.
ROBERTS, G. C., TREASURE, D. C. ve CONROY, D. E. (2007). Understanding the Dynamics of Motivation in Sport and Physical Activity: An Achievement Goal Interpretation. In Gershon Tenenbaum and Robert C. Eklund, (Ed). Handbook of Sport Psychology. (3rd Edition). New Jersey: John Wiley & Sons, Inc., Hoboken.
SACHS, J., LAW, Y. K. ve CHAN, C. K. K. (2002). An Analysis of the Relationship Between the Motivated Strategies for Learning Questionnaire and the Learning
76
Sümer AKTAN – Erdoğan TEZCİ
Process Questionnaire.[Abstract] Psychologia: An International Journal of Psychology in the Orient, 45(3), 193–203. http://hub.hku.hk/handle/10722/146665 adresinden 01 Haziran 2012’de alındı.
SACHS, J., LAW, Y. K., CHAN, C. K. K. ve RAO, N. (2001). A Nonparametric İtem Analysis of the Motivated Strategies for Learning Questionnaire–Chinese Version. [Abstract] Psychologia, 44, 197–208.
SAPP, M. (1999). Test Anxiety: Applied Research, Assessment, and Treatment Interventions. 2 nd Edition. Lanham, Maryland: University Press of America.
SCHIEFELE, U. ve CSIKSZENTMIHALYI, M. (1995). Motivation and Ability as Factors in Mathematics Experience and Achievement. Journal for Research in Mathematics Education,26(2), 163-181.
SCHUNK, D. H. (2009). Öğrenme Teorileri: Eğitimsel Bir Bakışla. (Çev. Muzaffer Şahin. Ed.). Ankara: Nobel Yayınları.
SCHUNK, D. H., PINTRICH, P. R ve MEECE, L. J. (2008). Motivation in Education: Theory, Research, and Applications. (Third Edition). Merill: Prentice Hall.
SCHUNK, D. ve ERTMER, P. (2000). Self-Regulation and Academic Learning: Self-Efficacy Enhancing Interventions. In M. Boekaerts, P. Pintrich, & M. Zeidner (Ed.), Handbook of Self-Regulation (631–649). San Diego: Academic Press.
SCHWEINLE, A. , MEYER, D. K. , ve TURNER, J. C. (2006). Striking the Right Balance: Students' Motivation and Affect in Elementary Mathematics, The Journal of Educational Research, 99 (5), 271-294.
SIEBER, J. E. (1969). A Paradigm for Experimental Modification of the Effects of Test Anxiety on Cognitive Processes. American Educational Research Journal, 6(1), 46-61.
SINGH, K. , GRANVILLE, M. ve DIKA, S. (2002). Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic Engagement, The Journal of Educational Research, 95 (6), 323-332.
STAPLETON, C. D. (1997).Basic Concepts and Procedures of Confirmatory Factor Analysis. http://ericae.net/ft/tamu/Cfa.htm adresinden 01 Nisan.2012 tarihinde alınmıştır.
STEVENS, T., OLIVAREZ, A., Jr. ve HAMMAN, D. (2006). The Role of Cognition, Motivation, and Emotion in Explaining the Mathematics Achievement Gap between Hispanic and White Students. Hispanic Journal of Behavioral Sciences, 28(2), 161–186.
ŞİMŞEK, Ö. F. (2007). Yapısal Eşitlik Modellemesine Giriş: Temel İlkeler ve Lisrel Uygulamaları. Ankara: Ekinoks Yayınları.
Matematik Motivasyon Ölçeği (MMÖ) Geçerlik ve Güvenirlik Çalışması
77
TABACHNICK, B. G. ve FIDELL, L. S. (2007). Using Multivariate Statistics. 5’th Edition. U.S.A: Pearson Education Inc.
VANDERSTOEP, S.W. , PINTRICH, P. R. , FAGERLIN, A. (1996). Disciplinary Differences in Self-Regulated Learning in College Students. [Abstract] Contemporary Educational Psychology, 21, 345-362.
WHEELER, L. ve SULS, J. (2005). Social Comparison and Self-Evaluations of Competence. In A.J. Elliot ve Carol S. Dweck (Ed). Handbook of Competence and Motivation. (566-579). New York: The Guilford Press.
WIGFIELD, A. ve ECCLES, J. S. (1992). The Development of Achievement Task Values: A Theoretical Analysis. Developmental Review, 12, 1-46.
WIGFIELD, A., ECCLES, J. S., SCHIEFELE, U., ROESER, R. ve DAVIS-KEAN, P. (2006). Development of Achievement Motivation. In W. Damon and N. Eisenberg (Eds.), Handbook of Child Psychology (6th edition, Vol. 3, 933-1002). New York: Wiley.
ZIMMERMAN, B. J. (1995). Self-Regulation Involves More Than Metacognition: A Social Cognitive Perspective. Educational Psychologist, 30(4), 217–221.
ZIMMERMAN, B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82-91.
ZUSHO, A., PINTRICH, P. R. ve COPPOLA, B. (2003). Skill and Will: The Role of Motivation and Cognition in The Learning of College Chemistry. International Journal of Science Education, 25, 1081-1094.

Thank you for copying data from http://www.arastirmax.com