SÖ1823 Motivation in Education

8 ECTS - 3-0 Duration (T+A)- . Semester- 3 National Credit

Information

Code SÖ1823
Name Motivation in Education
Term 2024-2025 Academic Year
Semester . Semester
Duration (T+A) 3-0 (T-A) (17 Week)
ECTS 8 ECTS
National Credit 3 National Credit
Teaching Language Türkçe
Level Doktora Dersi
Type Normal
Mode of study Yüz Yüze Öğretim
Catalog Information Coordinator


Course Goal / Objective

The course focuses on different motivation theories and how the environment influences the motivation of the students. Theoretical applications in educational settings will be taken into consideration. First, the basic theoretical approaches to motivation will be examined, then the role of external (school, family) and social identity (race, gender) contexts will be addressed in relation to motivation.

Course Content

Conceptual foundations of motivation motivation theories Motivation development strategies

Course Precondition

none

Resources

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.

Notes

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


Course Learning Outcomes

Order Course Learning Outcomes
LO01 Ability to define motivation
LO02 Comparative analysis of motivation theories
LO03 Explain the role of internal and external contexts in motivation
LO04 Discussion of teacher, peer, family, ethnic and cultural influences on motivation
LO05 Designing what to do for success motivation


Relation with Program Learning Outcome

Order Type Program Learning Outcomes Level
PLO01 Bilgi - Kuramsal, Olgusal Develops up-to-date and advanced knowledge in the field of primary school teacher, based on Master's qualifications, at the level of expertise with original thought and research.
PLO02 Bilgi - Kuramsal, Olgusal Establishes relationships with different disciplines in the field of primary school teacher.
PLO03 Bilgi - Kuramsal, Olgusal Conducts advanced research by systematically approaching new information in the field.
PLO04 Bilgi - Kuramsal, Olgusal Develops new scientific methods or applies a known method to a different field; carries out original research. 1
PLO05 Bilgi - Kuramsal, Olgusal Makes critical analysis, synthesis and evaluation of new ideas.
PLO06 Bilgi - Kuramsal, Olgusal Produces an original study in the field of primary school teacher by using the scientific method. 2
PLO07 Bilgi - Kuramsal, Olgusal Publishes a scientific article.
PLO08 Bilgi - Kuramsal, Olgusal She/He conducts original and interdisciplinary studies related to his/her field.
PLO09 Bilgi - Kuramsal, Olgusal Works individually or as a team. 3
PLO10 Bilgi - Kuramsal, Olgusal Generates new ideas and methods by using higher level mental processes.
PLO11 Bilgi - Kuramsal, Olgusal It conducts teaching processes on an interactive and ethical basis. 5
PLO12 Bilgi - Kuramsal, Olgusal Develops and implements effective teaching strategies. 4
PLO13 Bilgi - Kuramsal, Olgusal Examines and develops social relations and the norms that guide these relations with a critical perspective.
PLO14 Bilgi - Kuramsal, Olgusal She/He participates in meetings related to her field and defends her original views.
PLO15 Bilgi - Kuramsal, Olgusal Uses a foreign language in written and oral form at least at the C1 level of the European Language Portfolio.
PLO16 Bilgi - Kuramsal, Olgusal Communicates by considering cultural differences in all national and international studies.
PLO17 Bilgi - Kuramsal, Olgusal It contributes to the process of becoming an information society by introducing the technological, social and cultural advances in its field to the society.
PLO18 Bilgi - Kuramsal, Olgusal It establishes functional interaction with individuals and institutions by using strategic decision-making processes in solving the problems encountered in the field.
PLO19 Bilgi - Kuramsal, Olgusal Generates solutions on social, scientific and ethical issues related to her/his field.
PLO20 Bilgi - Kuramsal, Olgusal It develops the values related to the field and supports it at the national and international level.


Week Plan

Week Topic Preparation Methods
1 Introduction to Motivation No preparation Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
2 Expectancy-Value Theories Reading and summarizing Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
3 Attribution Theory Reading and summarizing Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
4 Social Cognitive Theory Reading and summarizing Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
5 Goals and Goal Orientations Reading and summarizing Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
6 Affect and Self-Worth Reading and summarizing Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
7 Intrinsic and Extrinsic Motivation Reading and summrizing Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
8 Mid-Term Exam Exam preparation Ölçme Yöntemleri:
Ödev, Performans Değerlendirmesi
9 Contextual Influences and School Climate Reading and summarizing Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
10 Teacher Influences Reading and summarizing Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
11 Peer Influences reading and summarizing Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
12 Family Influences Reading and summarizing Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
13 Racial and Cultural Influences Reading and summarizing Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
14 Gender Influences Reading and summarizing Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
15 Motivation Interventions Reading and summarizing Öğretim Yöntemleri:
Anlatım, Soru-Cevap, Tartışma
16 Term Exams Exam preparation Ölçme Yöntemleri:
Ödev, Performans Değerlendirmesi
17 Term Exams Exam preparation Ölçme Yöntemleri:
Ödev, Performans Değerlendirmesi


Student Workload - ECTS

Works Number Time (Hour) Workload (Hour)
Course Related Works
Class Time (Exam weeks are excluded) 14 6 84
Out of Class Study (Preliminary Work, Practice) 17 6 102
Assesment Related Works
Homeworks, Projects, Others 1 5 5
Mid-term Exams (Written, Oral, etc.) 1 5 5
Final Exam 1 5 5
Total Workload (Hour) 201
Total Workload / 25 (h) 8,04
ECTS 8 ECTS

Update Time: 06.05.2024 12:33