International Journal of Progressive Education
ISSN (Print): 2834-7919 - ISSN (Online): 1554-5210

Original article    |    Open Access
International Journal of Progressive Education 2019, Vol. 15(4) 187-199

Modeling the Relationship between Motivation, Learning Approach, and Academic Achievement of Middle School Students in Turkey

Pınar Karaman, İbrahim Demirci & Atilla Özdemir

pp. 187 - 199   |  DOI: https://doi.org/10.29329/ijpe.2019.203.14

Publish Date: August 02, 2019  |   Number of Views: 1033  |  Number of Download: 2056

PDF Download

Abstract

This study examines the structural relationship among motivation, deep learning approach, and academic achievement of middle school students in Turkey. Participants were 746  seventh grade and eighth grade students enrolled in public middle schools in Sinop and Ankara, Turkey. Motivated Strategies for Learning Questionnaire, Study Process Questionnaire (R-SPQ-2F) and GPA scores of participants were used in the study. Data were analyzed by Structural Equation Modeling. The results of the study revealed that motivational variables are related with the use of deep learning approach which is related with higher GPA. Path analyses demonstrated that deep learning approach fully mediated the relationship between students’ motivational variables and academic achievement. Self-efficacy, task value, and intrinsic goal orientation as the indirect effects through deep learning approach on academic achievement were strong predictors in the model.

Keywords: Academic achievement; motivation; deep learning approach; structural equation modeling

How to Cite this Article?

APA 7th edition
Karaman, P., Demirci, I., & Ozdemir, A. (2019). Modeling the Relationship between Motivation, Learning Approach, and Academic Achievement of Middle School Students in Turkey. International Journal of Progressive Education, 15(4), 187-199. https://doi.org/10.29329/ijpe.2019.203.14

Harvard
Karaman, P., Demirci, I. and Ozdemir, A. (2019). Modeling the Relationship between Motivation, Learning Approach, and Academic Achievement of Middle School Students in Turkey. International Journal of Progressive Education, 15(4), pp. 187-199.

Chicago 16th edition
Karaman, Pinar, Ibrahim Demirci and Atilla Ozdemir (2019). "Modeling the Relationship between Motivation, Learning Approach, and Academic Achievement of Middle School Students in Turkey". International Journal of Progressive Education 15 (4):187-199. https://doi.org/10.29329/ijpe.2019.203.14

References
  1. Akın, A. (2008). Self-efficacy, achievement goals and depression, anxiety and stress: A structural equation modeling. Word Applied Sciences Journal, 3(5), 725-732. [Google Scholar]
  2. Aksoy, H. H., Aras, H. Ö., Çankaya, D., & Karakul, A. K. (2011). Eğitimde nitelik: Eğitim ekonomisi kuramlarının eğitim niteliklerine ilişkin kurgusunun eleştirel analizi. Eğitim Bilim Toplum Dergisi, 9(33), 60-69. [Google Scholar]
  3. Akyol, G., Sungur, S., & Tekkaya, C. (2010). The contribution of cognitive and metacognitive strategy use to students’ science achievement. Educational Research and Evaluation, 16, 1–21. [Google Scholar]
  4. Al-Harthy, I. S., Was, C. A., & Isaacson, R.M.  (2010). Goals, efficacy and metacognitive self-regulation: A path analysis. International Journal of Education, 2(1), 1-20. [Google Scholar]
  5. Anıl, D. (2009). Uluslararası öğrenci başarılarını değerlendirme programı (PISA)’nda Türkiye’deki öğrencilerin fen bilimleri başarılarını etkileyen faktörler. Eğitim ve Bilim, 34 (152), 81-100. [Google Scholar]
  6. Arıcı, İ. (2007). İlköğretim din kültürü ve ahlak bilgisi dersinde öğrenci başarısını etkileyen faktörler (Ankara örneği). Yayımlanmamış doktora tezi, Ankara Üniversitesi, Ankara. [Google Scholar]
  7. Aslan, G. (2017). Determinants of student successes in transition from basic education to secondary Education (TEOG) Examination: An Analysis Related to Non-School Variables, Education and Science, 42 (190), 211-236.  [Google Scholar]
  8. Aydoğan, İ. (2012). Okul binalarının özellikleri ve öğrenciler üzerine etkileri. Milli Eğitim Dergisi, 193, 29-43. [Google Scholar]
  9. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman. [Google Scholar]
  10. Barr, A. B. (2015). Family socioeconomic status, family health, and changes in students' math achievement across high school: A mediational model. Social Science & Medicine, 140, 27-34. [Google Scholar]
  11. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182. [Google Scholar]
  12. Biggs, J. (1993). What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63, 3-19. [Google Scholar]
  13. Biggs, J. (2001). The reflective institution: Assuring and enhancing the quality of teaching and learning. Higher Education, 14, 221-238. [Google Scholar]
  14. Biggs, J., Kember, D., & Leung, D.Y.P. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133-149. [Google Scholar]
  15. Birenbaum, M., & Nasser, F. (1994). On the relationship between test anxiety and test performance. Measurement and Evaluation in Counseling and Development, 27, 293-302.   [Google Scholar]
  16. Börkan, B., & Bakış, O. (2016). Determinants of academic achievement of middle schoolers in Turkey. Educational Sciences: Theory & Practice, 16, 2193–2217. [Google Scholar]
  17. Buluş, M., Duru, E. Balkıs, M. ve Duru, S. (2011). Öğrenme stratejileri ve bireysel özelliklerin akademik başarıyı öngörmedeki rolü. Eğitim ve Bilim Dergisi, 36(161), 186-198. [Google Scholar]
  18. Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, 95-120. [Google Scholar]
  19. Crosnoe, R., Johnson, M. K., & Elder, G. H. (2004). School size and the interpersonal side of education: An examination of race/ethnicity and organizational context. Social Science Quarterly,  85(5), 1259-1774. [Google Scholar]
  20. Çolak, E. ve Fer, S. (2007). Öğrenme yaklaşımları envanterinin dilsel eşdeğerlik, güvenirlik ve geçerlik çalışması. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 16 (1), 197-212.    [Google Scholar]
  21. Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. [Google Scholar]
  22. Demirtaş, Z. (2010). Okul kültürü ile öğrenci başarısı arasında ilişki. Eğitim ve Bilim, 35 (158), 1-13. [Google Scholar]
  23. Drew, P. Y., & Watkins, D. (1998). Affective variables, learning approaches and academic achievement: A causal modelling investigation with Hong Kong tertiary students. British Journal of Educational Psychology, 68, 173–188. [Google Scholar]
  24. Entwistle, N. & Ramsden, P. (1983).Understanding student learning. London, Croom Helm. [Google Scholar]
  25. Fadlelmula, K. F., Cakigoglu, E., & Sungur, S. (2013). Developing a structural model on the relationship among motivational beliefs, self-regulated learning strategies, and achievement in mathematics. International Journal of Science and Mathematics Education, 13, 1355–1375. [Google Scholar]
  26. Fenollar, P., Rom an, S., & Cuestas, P. J. (2007). University students' academic performance: an integrative conceptual framework and empirical analysis. British Journal of Educational Psychology, 77, 873-891. [Google Scholar]
  27. Garcia, T. & Pintrich, P. (1996) The effects of autonomy on motivation and performance in the college classroom, Contemporary Educational Psychology, 21, 477–487. [Google Scholar]
  28. Gelbal, S. (2008). Sekizinci sınıf öğrencilerinin sosyoekonomik özelliklerinin türkçe başarısı üzerinde etkisi. Eğitim ve Bilim, 33 (150): 1-13. [Google Scholar]
  29. George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference, 17.0 update. Boston: Pearson [Google Scholar]
  30. Goh, P.S.C., Wong, K.T., & Osman, R. (2012). Student-teachers’ approaches to learning, academic performance and teaching efficacy. Malaysian Journal of Learning and Instruction, 9, 31-46. [Google Scholar]
  31. Gottfried, A.E. (1982). Relationships between academic intrinsic motivation and anxiety in children and young adolescents. J. School Psychol., 20, 205-315. [Google Scholar]
  32. Gottfried, A.E. (1985). Academic intrinsic motivation in elementary and junior high school students. J. Educ. Psychol., 77:631-645. [Google Scholar]
  33. Heikkila, A., & Lonka, K. (2006). Studying in higher education: students’ approaches to learning, self-regulation and cognitive strategies. Studies in Higher Education, 31(1), 99-117. [Google Scholar]
  34. Herrmann, K. J., McCune, V., & Bager-Elsborg, A. (2017). Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis. Högre Utbildning, 7(1), 29–42. [Google Scholar]
  35. Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84. [Google Scholar]
  36. Howie, S. J., & Pietersen, J. J. (2001). Mathematics literacy of final year students: South African realities. Studies in Educational Evaluation, 27, 7-25. [Google Scholar]
  37. Jones, J. (2012). The external and internal educational factors that contribute to student achievement and self-perceptions of urban middle school Title I students. Theses and Dissertations, 240, Rowan University.  [Google Scholar]
  38. Karadeniz, Ş., Büyüköztürk, Ş., Akgün, Ö.E., Çakmak, E.K., & Demirel, F. (2008). The Turkish adaptation study of motivated strategies for learning questionnaire (mslq) for 12–18 years old children: Results of confirmatory factor analysis. The Turkish Online Journal of Educational Technology, 7 (4), 108-117. [Google Scholar]
  39. Kavak, Y., Aydın, A., & Akbaba-Altun, S. (2007). Öğretmen yetiştirme ve  eğitim fakülteleri (1982-2007). Ankara: Yüksek Öğretim Kurulu. [Google Scholar]
  40. Kesici, A., & Aşılıoğlu, B. (2017). Ortaokul öğrencilerinin matematiğe yönelik duyuşsal özellikleri ile temel eğitimden ortaöğretime geçiş (TEOG) sınavları öncesi yaşadıkları stresin matematik başarısına etkisi. KEFAD, 18 (3), 394-414.   [Google Scholar]
  41. Kline, R. B. (2015). Principles and practice of structural equation modeling. New York: Guilford publications. [Google Scholar]
  42. Koğar, H. (2015) Matematik okuryazarlığını etkileyen faktörlerin aracılık modeli ile incelenmesi. Education and Science, 40 (179), 45-55. [Google Scholar]
  43. Kusurkar, R.A., Ten Cate, T.J., Vos C.M.P., Westers P., & Croiset, G. (2012). How motivation affects academic performance: A structural equation modelling analysis. Adv Health Sci Educ Theory Pract, 1–13. [Google Scholar]
  44. Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organizational conditions and student engagement, Journal of Educational Administration, 38 (2), 112–129. [Google Scholar]
  45. Lizzio, A., Wilson, K., & Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes. Studies in Higher Education, 27, 27–52. [Google Scholar]
  46. McNeal, R. B. (1999). Parental involvement associal capital: Differential effectiveness in science achievement, truancy and drop out. Social Forces, 78(1), 117-144. [Google Scholar]
  47. Meece, J., Blumenfeld, P., & Hoyle, R. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-52.    [Google Scholar]
  48. MoNE (2006). ÖBBS 2004- İlköğretim öğrencilerinin başarılarının belirlenmesi: İngilizce bilgisayar okuryazarlığı. Ankara: MEB Basımevi. [Google Scholar]
  49. MoNE (2007). ÖBBS 2005- İlköğretim öğrencilerinin başarılarının belirlenmesi: Türkçe raporu, Ankara: MEB Basımevi. [Google Scholar]
  50. Nartgün, Ş., & Çakır, M. (2014). Lise öğrencilerinin akademik başarılarının akademik güdülenme ve akademik erteleme eğilimleri açısından incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 3(3), 379-391. [Google Scholar]
  51. Onwuegbuize, A. J., Slate, J. R. & Swartz, R. A. (2001). Role of study skills in graduate-level, educational research sources. Journal of Educational Research, 94, 4-15. [Google Scholar]
  52. Özgüngör, S. (2006). Üniversite öğrencilerinin amaç tarzlarının ve öğretmenin öz yeterlik destekleyici davranışlarına ilişkin algılarının öğrencinin motivasyon ve akademik davranışlarıyla ilişkisi. Türk Rehberlik ve Psikolojik Danışmanlık Dergisi, 25, 27-36. [Google Scholar]
  53. Phan, H. P. (2009). Relations between goals, self-efficacy, critical thinking and deep processing strategies: a path analysis. Educational Psychology, 29(7), 777-799. [Google Scholar]
  54. Phan, H. P. (2010). Students' academic performance and various cognitive processes of learning: an integrative framework and empirical analysis. Educational Psychology, 30, 297-322. [Google Scholar]
  55. Pokay, P., & Blumenfeld, P.C. (1990). Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. Journal of Educational Psychology, 82, 41-50. [Google Scholar]
  56. Pintrich, R. R. (2000). The role of goal orientation in self-reg¬ulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self- regulation (pp. 451-501). San Diego, CA: Academic Press. [Google Scholar]
  57. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40. [Google Scholar]
  58. Pintrich, P.R., Smith, D.A.F., Garcia, T. & McKeachie, W.J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53 (3), 801-814. [Google Scholar]
  59. Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior research methods, 40(3), 879-891.  [Google Scholar]
  60. Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138 (2), 353-387.  [Google Scholar]
  61. Rozendaal, J. S., Minnaert, A., & Boekaerts, M. (2005). The influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing. Learning and Instruction, 15(2), 141-160. [Google Scholar]
  62. 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. [Google Scholar]
  63. Säljö, R. (1979). Learning about learning. Higher Education, 8(4), 443–451. [Google Scholar]
  64. Sarıer, Y. (2016). Türkiye’de Öğrencilerin Akademik Başarısını Etkileyen Faktörler: Bir Meta-analiz Çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(3), 609-627. [Google Scholar]
  65. Scouller, K.M., & Prosser, M. (1994). Students' experiences in studying for multiple choice question examinations. Studies in Higher Education 19(3), 267-279.  [Google Scholar]
  66. Schunk, D. H., & Zimmerman, B. J. (1994). Self regulation of learning and performance: Issues and educational implications. Hillsdale, NJ: Erlbaum. [Google Scholar]
  67. Şahin, S. (2011). Instructional leadership in Turkey and the United States: Teachers’ perspectives. Problems of Education in the 21st Century, 34(34), 122-137. [Google Scholar]
  68. Şevik, Y. (2014). İlköğretim müdür ve müdür yardımcılarının öğrencilerin akademik başarısını etkileyen faktörlere ilişkin görüşleri ile akademik başarısına katkıları. Yayınlanmamış yüksek lisans tezi, Mehmet Akif Üniversitesi, Burdur. [Google Scholar]
  69. Teo, T., Tsai, T., & Yang, C. (2013). Applying structural equation modeling (SEM) in educational research: An introduction. In M. Khine (Ed.), Application of structural equation modeling in educational research and practice (pp. 3–21). Rotterdam, The Netherlands: Sense Publishers. [Google Scholar]
  70. Topçu, M. S. (2014). The Achievement Gap in Science and Mathematics: A Turkish Perspective. In Clark, J. V. Closing the Achievement Gap from an International Perspective. Transforming STEM for Effective Education. (pp. 193-213). Springer. [Google Scholar]
  71. Trigwell, K., Ashwin, P., & Millan, E. S. (2013). Evoked prior learning experience and approach to learning as predictors of academic achievement. British Journal of Educational Psychology, 83, 363–378. [Google Scholar]
  72. Virtanen, P., & Nevgi, A. (2010). Disciplinary and gender differences among higher education students in self-regulated learning strategies. Educational Psychology, 30, 323–347. [Google Scholar]
  73. Yıldırım, İ. (2000). Akademik başarının yordayıcısı olarak yalnızlık, sınav kaygısı ve sosyal destek. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 167-176. [Google Scholar]
  74. Yıldırım, S. (2011). Öz-yeterlik, İçe Yönelik Motivasyon, Kaygı ve Matematik Başarısı: Türkiye, Japonya ve Finlandiya’dan Bulgular. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 5(1), 277-291.  [Google Scholar]
  75. Yıldız, E., Akpınar, E. ve Ergin, Ö. (2006). Fen bilgisi öğretmen adaylarının bilişüstü algılarını etkileyen faktörler ve bilişüstü algılarının öğrenme yaklaşımlarıyla ve akademik başarılarıyla ilişkisi. VII. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Gazi Üniversitesi, Gazi Eğitim Fakültesi, Ankara. [Google Scholar]
  76. York, T.T., Gibson, C. & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment, Research & Evaluation, 20(5), 1-20.    [Google Scholar]
  77. Zeegers, P. (2004). Student learning in higher education: A path analysis of academic achievement in science. Higher Education Research and Development, 23, 35–56.  [Google Scholar]
  78. Zimmerman, B. J. (1989). A social cognitive view of self regulated academic learning. Journal    of Educational Psychology, 81, 329-339. [Google Scholar]
  79. Zimmerman, B. J. (1998). Academic studying and the development of personal skill: a self-regulatory perspective. Educational Psychologist, 5(2/3), 73-86. [Google Scholar]
  80. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press. [Google Scholar]
  81. Zimmerman, B. J. & Martinez-Pons, (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59. [Google Scholar]
Meta
Vol. 15 (4)
Download
Metric
History
Related

Volume 15 Issue 4

August 2019

All Manuscript

International Journal of Progressive Education

Copyright © 2025 International Journal of Progressive Education.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.