SÖ1823 Eğitimde Motivasyon

Genel Bilgi

Dersin Amacı / Hedefi

Ders, farklı motivasyon teorilerine ve çevrenin öğrencilerin motivasyonunu nasıl etkilediğine odaklanmaktadır. Eğitim ortamlarında teori uygulamaları dikkate alınacaktır. İlk olarak, motivasyona yönelik temel teorik yaklaşımlar incelenecek, daha sonra motivasyonla ilgili olarak dışsal (okul, aile) ve sosyal kimlik (ırk, cinsiyet) bağlamlarının rolü ele alınacaktır.

Dersin İçeriği

Motivasyonun kavramsal temelleri Motivasyon teorileri Motivasyon geliştirme stratejileri

Dersin Ön Koşulu

yok

Kaynaklar

Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications(3rd Edition). Englewood Cliffs, NJ: Merrill Prentice-Hall.

Notlar

Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667 Juvonen, J., & Murdock, T. B. (1995). Grade-level differences in the social value of effort: Implications for self-presentation tactics of early adolescents. Child Development, 66, 1694-1705. Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifacted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206-1222 Kaplan, A., & Middleton, M.J. (2002). Should childhood be a journey or a race? Journal of Educational Psychology, 94, 646-648 Covington, M. (1984). The self-worth theory of achievement motivation: Findings and implications. Elementary School Journal, 85(1), 5-20 Kernis, M. (2005). Measuring self-esteem in context: The importance of stability in self-esteem in sychological functioning. Journal of Personality, 73(6), 1569-1605. Crocker, J., Karpinski, A., Quinn, D., & Chase, S. (2003). When grades determine self-worth: consequences of contingent self-worth for male and female engineering and psychology majors. Journal of Personality and Social Psychology, 85(3), 507–516. Niiya, Y., Crocker, J., & Bartmess, E.N. (2004). From vulnerability to resilience: Learning orientations buffer contingent self-esteem from failure. Psychological Science, 15(12), 801-805. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55,68-78 Byrd, C. M. (in press). The associations of intergroup interactions and school racial socialization with academic motivation. Journal of Educational Research. Patrick, H., Kaplan, A., & Ryan, A.M. (2011). Positive classroom motivational environments: Convergence between mastery goal structure and the classroom social climate. Journal of Educational Psychology, 103, 367-382. Reeve, J., Bolt E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537-548. Mueller, C., & Dweck, C. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75, 33-52. Ryan, A. M. & Shim, S. S. (2008). An exploration of young adolescents’ social achievement goals and social adjustment in middle school. Journal of Educational Psychology, 100, 672-687. Ryan, A. M. (2001). The Peer Group as a Context for the Development of Young Adolescent Motivation and Achievement. Child Development, 72(4), 1135–1150. doi:10.1111/1467 -8624.00338 Bowman, P. J., & Howard, C. (1985). Race-related socialization, motivation, and academic achievement: A study of Black youths in three-generation families. Journal of the American Academy of Child Psychiatry, 24(2), 134–141. Cheung, S., & Pomerantz, E. M. (2009). Parents' involvement in children's learning in the United States and China: A longitudinal investigation. Child Development, 82 (3), 932-950. Sheldon, K. M., et al. (2004). Self-concordance and subjective well-being in four cultures. Journal of Cross-cultural Psychology, 35, 209

Dersin Öğrenme Çıktıları

Program Öğrenme Çıktıları ile İlişkisi

Haftalık Akış

Öğrenci İş Yükü - AKTS