Browsing by Subject "MOTIVATION"

Now showing 1 - 7 of 7
  • No Thumbnail Available
    Item
    Direct and indirect instruction in educational robotics: a comparative study of task performance per cognitive level and student perception
    (SPRINGER HEIDELBERG) Andic, B; Maricic, M; Mumcu, F; Prodromou, T; Leoste, J; Saimon, M; Lavicza, Z
    Educational Robotics (ER) has emerged as one of the tools to improve STEM learning in primary education if students are properly instructed. However, there is a lack of studies that guide teachers on which type of instruction should be used for ER in STEM between direct (DI) and indirect instruction (II). As a result, the present study aims to compare the two types of instructions in terms of their effect on learning outcomes, students' perceptions, and students' gender differences. We adopted a quasi-experiment comparative research design involving 100 ninth-grade students (13-14 years old). We collected data through achievement tests and perception questionnaires and analyzed them using Cochran's Q-test, Mann-Whitney U-test, and independent samples t-test. Results show that the group in which II was used performed better than those from the group where DI was used. Also, the results show that girls performed better with DI than boys. Furthermore, students perceived ER as useful for developing collaboration and interest in STEM. Therefore, teachers should be supported in learning how to use II and DI strategically in ER to enhance STEM learning.
  • No Thumbnail Available
    Item
    INVESTIGATION OF THE CHILDREN'S MOTIVES FOR PARTICIPATING IN SPORTS AND THE DIFFICULTIES THEY EXPERIENCE
    (DRUSTVO PEDAGOGA TJELESNE & ZDRAVSTVENE KULTURE) Too, E; Akil, M; Akyüz, M
    The present study aims to investigate the motives of children for participating in sports and the difficulties they experience. The study was conducted on a sample of 500 people, 235 of whom were female and 265 were male. When the female students and male students were compared in terms of their motives for participation in sports, it was found out that the teamwork motives of the male students were higher than those of the female students and the motive for participation in sports of the ones who were engaged in sports was higher in all subdimensions except for the sub-dimension of fun. It was found out that the students who were engaged in sports experienced less difficulty compared to the children who were not engaged in sports in various sub-dimensions and in the total difficulties scores (p<0.05). Consequently, it can be said that the teamwork of the male students were stronger than that of the female students, the students who were not engaged in sports experienced more difficulties in many areas, and the difficulties experienced in the sub-dimensions differed between the branches.
  • No Thumbnail Available
    Item
    Measuring the rush experiences: Development and validation of a short psychometric scale
    (ELSEVIER) Tez, Y
    The phenomenologies of participation in extreme sports and substance abuse have several similarities. Partici-pants often describe extreme sports as a rush or peak, and these experiences are likened to the experience of using drugs. Qualitative research has primarily addressed experiences, whereas little research has investigated how to overcome problems stemming from a lack of standardized measurement tools. Since its recent intro-duction by Buckley (2012), the concept of the rush experience has been included in the literature on adventure sports, high-risk sports, and extreme sports. The present study aims to evaluate rush experiences and develop a short psychometric measurement tool that could reflect these experiences. In this respect, the study provides the first quantitative measurement tool for evaluating the rush experiences of extreme sports participants. This study was conducted on a sample of 1073 adventure, high-risk, and extreme sports participants from different coun-tries who were recruited online using Google Forms. According to the results, the 13 items of the Rush Expe-rience Scale are valid, reliable, and highly suitable for measuring rush experiences. Management implications: The problem with management implications in academic studies in adventure sports, high-risk sports, and extreme sports are that the heterogeneity of the terminology of these concepts. Qualitative researchers have mostly addressed participant experiences, and little has been done to overcome the problem that stems from the lack of standardized measurement tools. The aim of this study is to evaluate Rush experience and to develop a short psychometric measurement tool that could reflect the experiences of the participants. It is envisaged that the Rush Experience Scale will support qualitative research in this area and, in this respect, will facilitate and assist mixed-method research.
  • No Thumbnail Available
    Item
    Online learning in higher education: Examining the predictors of students' online engagement
    (SPRINGER) Vezne, R; Durak, HY; Uslu, NA
    In this study, the effects of remote learning attitude, extrinsic and intrinsic goal orientation on the dimensions of online engagement were examined. 293 teacher candidates at a state university in Turkey participated in the research. PLS-SEM was used to analyze the data. In all models, relationships related to online collaboration with peers, online communication with instructor, participation in online classes, and completing assignments and tasks were confirmed. The relationships between the attitude towards attending online courses and the skills and emotional dimensions of engagement were confirmed. The relationships between intrinsic goal orientation (IGO) and skills and emotional dimensions of engagement are significant. Extrinsic goal orientation (EGO) is only related to the performance dimension of engagement.
  • No Thumbnail Available
    Item
    The Role of Happiness on Job Satisfaction and Employee Performance: A Cross-Cultural Research in Italy and Turkey
    (INT JOURNAL CONTEMPORARY ECONOMICS & ADMINISTRATIVE SCIENCES) Erselcan, RC; Süral Özer, P
    The research aims to analyze the explanatory effects of workplace happiness on employee performance and discover whether the variables were affected by cultural variations. The Italian sample, taken in July 2017 consisting of 409 responses resulted that happiness at work positively affects employee performance, fully mediates between job satisfaction and performance. Besides, job satisfaction indirectly associates performance only through the developer contribution of happiness at work. The Turkish sample, taken in January 2018 consisting of 550 responses showed the positive effect of happiness at work on employee performance, moderates only by the means of the interaction of job satisfaction and performance. The study provides current validation for the assumption that Happy employees are more productive at work and contributes to previous studies suggesting that relationships of variables can be affected by cultural characteristics.
  • No Thumbnail Available
    Item
    Reliability and validity study of the Turkish form of the Temporal Experience of Pleasure Scale (TEPS-TR)
    (KARE PUBL) Guliyev, EI; Akdas, N; Keles, M; Soylu, I; Aydemir, O
    Objective: Anhedonia, characterized by a diminished capacity to experience pleasure, is a transdiagnostic concept observed across various neuropsychiatric conditions. It can be categorized into two domains based on the timing of pleasurable events: in-the-moment (consummatory) pleasure and anticipatory pleasure. The Temporal Experience of Pleasure Scale (TEPS) assesses these temporal aspects of pleasure. Having received a global response, it has been translated into many languages. This study aims to adapt and validate the TEPS for Turkish use (TEPS-TR). Method: Data were collected from 222 university students using convenience sampling, following ethical approval. The translated TEPS underwent reliability and validity analyses to assess its applicability and consistency. A set of measures assessing different aspects of anhedonia and apathy was co-administered to evaluate the scale's concurrent validity. Results: The Cronbach's alpha coefficient for the 15-item TEPS-TR was 0.823 for the full scale, 0.767 for the anticipatory subscale, and 0.746 for the consummatory subscale. Principal component analyses yielded three factors, explaining 48.87% of the variance. Confirmatory factor analysis, performed to evaluate the construct validity of the TEPS-TR, indicated an acceptable fit. The total and subscale scores of the TEPS-TR significantly correlated to varying degrees with all scales included in the analysis, except for Conclusion: The findings indicate that the TEPS-TR exhibits good reliability and validity in assessing anhedonia. However, further exploration into the distinct elements of anticipatory and consummatory pleasure within clinical populations is needed.
  • No Thumbnail Available
    Item
    Understanding self-regulation, achievement emotions, and mindset of undergraduates in emergency remote teaching: a latent profile analysis
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD) Uslu, NA; Durak, HY
    Due to the threat of COVID-19, many educational institutions have made urgent decisions about how to continue teaching and learning, taking their courses online. The transition from face-to-face teaching to Emergency remote teaching (ERT) has made it difficult for individuals to organize their learning processes independently. Therefore, in this period, it is expected that learner profiles will differ from traditional online learning, and there are uncertainties in this regard. The aim of this study is to examine learner profiles in ERT according to online self-regulation (SR) strategies, achievement emotion, and mindset. The study group of this research consists of 659 university students. Latent profile analysis, one-way ANOVA, and multinomial logistic regression analysis (MLA) were used in the analysis of the data. As a result of the research, four profiles emerged: (a) low SR, negative type in emotions, and low growth mindset beliefs, (b) low to moderate SR, positive type in emotion and high growth mindset belief, and (c) moderate to high SR, diversified type in emotion and fixed mindset, (d) high SR, positive type in emotion, growth mindset beliefs. MLA findings show that SR strategies, enjoyment, anxiety, gender, age, and GPA affect differences in predicting several profile memberships of learners.