INTRINSIC AND EXTRINSIC MOTIVATION FOR ENGLISH LEARNING SCALE (IEM-ELS): A PSYCHOLINGUISTICS STUDY OF RELIABILITY AND VALIDITY

AYDOĞAN, Hakan

INTRINSIC AND EXTRINSIC MOTIVATION FOR ENGLISH LEARNING SCALE (IEM-ELS): A PSYCHOLINGUISTICS STUDY OF RELIABILITY AND VALIDITY

Hakan AYDOĞAN (Muğla Sıtkı Koçman Üniversitesi, İngilizce Hazırlık Bölümü, Muğla, Türkiye)

Celal Bayar Üniversitesi Sosyal Bilimler Dergisi

4 1

Yıl: 2016 Cilt: 14 Sayı: 3 Sayfa Aralığı: 56 - 66 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

INTRINSIC AND EXTRINSIC MOTIVATION FOR ENGLISH LEARNING SCALE (IEM-ELS): A PSYCHOLINGUISTICS STUDY OF RELIABILITY AND VALIDITY

Öz:

Öğrencilerin motivasyon düzeyleri hesaplanmadan eğitimle ilgili bağlamsa konulardan bahsetmek mümkün değildir. Motivasyon, akademik başarının en büyük göstergesi olarak gösterilmektedir, öyle ki bazı çalışmalara göre öğrencinin gene zekasını ölçü alan belirleyicilerden daha iyi bir gösterge olarak dahi düşünülmektedir. İki tür olan içe ve dışa yönelik motivasyon birbirinden dikkatlice ayırt edilmelidir. İçe yönelikmotivasyon öğrenmenin duyuşsalyönüyle ilgilidir. Öğrenciler öğrenmekten zevk aldıkları ve bu onlara haz verdiği için öğreniyorlarsa, bu tür öğrencilere yüksek düzeyde içe yönelik motivasyonlu öğrenciler denilebilir. Bunun aksine; bazı ödüller, kabül veya tanınma arayışı dışa yönelik motivasyon sağlayıcı unsurlar olarak nitelenmektedir. İçe yönelik ve dışa yönelik motivasyonu ölçen birçok araçlar alana özel olmayıp genel ölçme araçlarıdır. Bu yüzden, araştırmanın ana amacı, kısaltması IEM-ELS olan ve İngilizce Öğrenme ölçeği diye adlandırılan içe yönelik ve dışa yönelik motivasyonların geçerliliği ve güvenirliğini incelemektir. Bundan dolayı, İngilizce dili eğitimi bağlamında bahse konu ölçeğin faydası ve etkinliği öngörülmektedir. Cronbach alfa katsayısı hesaplanmış olup, araştırmada faktör analizleri uygulanmıştır. Bu istatiksel ve psikometrik teknikler aşağıdaki sonuçları vermiştir: Her iki alt ölçeğin güvenirliliği pozitif çıkmıştır ve IEM-ELS'in çift boyutlu gizli yapıya sahip olduğu sonucuna varılmıştır.

Anahtar Kelime:

Konular: Beşeri Bilimler

İNGİLİZCE ÖĞRENİMİ ÖLÇEĞİNDE İÇE VE DIŞA YÖNELİK MOTİVASYON:GÜVENİRLİĞİ VE GEÇERLİLİĞİ ÜZERİNE BİR RUHDİLBİLİM ÇALIŞMASI

Öz:

Educational contexts without considering students' levels of their motivation cannot be thought of. Motivation is one of the best predictors of academic achievement, in some studies, it is better predictor than general intelligence of students. Two types o f motivation - the extrinsic and the intrinsic one should be distinguished carefully. Intrinsic motivation is related to emotional aspect o f learning. If students learn because it gives them pleasure and if they enjoy it, it can be said that these group of students have high levels of intrinsic motivation. In contrast, students who learn especially to gain some reward, acknowledgement or recognition are considered to be extrinsically motivated. Lots of scales which measure intrinsic and extrinsic motivation are general assessment tools i.e. they are not domain-specific tools. Because of that, the main aim ofour study is to examine reliability and validity o f Intrinsic and extrinsic motivation for English learning scale. This scale was made in order to measure levels of intrinsic and extrinsic motivation for learning English language. Hence, we anticipate its usefulness in English language educational context. Cronbach's alpha coefficients were calculated and factor analysis was conducted. These statistical and psychometric techniques yielded the following results: the reliability o f both subscales was good and the IEMELS had two-dimensional latent structure.

Anahtar Kelime:

Konular: Beşeri Bilimler

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık

ATKINSON, J. & BIRCH, D. (1970). The dynamics of action. New York: Wiley.
BANDURA, A. (1996). Self-efficacy: The exercise of control. New York: Freeman.
COFER, C. N. & APPLEY, M. H. (1967). Motivation: Theory and research. New York: John Wiley & Sons.
DECI, E. L. (1975). Intrinsic motivation. New York: Plenum.
DECI, E. L. & RYAN, R. M. (1980). The empirical exploration of intrinsic motivational processes. In L. Berkowitz (Ed.), Advances in experimental social psychology. Vol. 13, 39-80. New York: Academic Press.
DECI, E. L. & RYAN, R. M. (1985). Intrinsic motivation and self- determination in human behavior. New York: Plenum Press.
DECI, E. L. & RYAN, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska Symposium on motivation (vol. 38): Perspectives on motivation, 237-288. Lincoln: University of Nebraska press.
DECI, E. L., KOESTNER, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 1-17.
DORNYEI, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.
HARACKIEWICZ, J. M. & SANSONE, C. (2000). Rewarding competence: The importance of goals in the study of intrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance. San Francisco: Academic Press, 82-103.
KRUGLANSKI, A. W. (1978). Endogenous attribution and intrinsic motivation. In M. R. Lepper & D. Green (Eds.), The hidden costs of reward: New perspectives on the psychology of human motivation, 85 107. Hillsdale, NJ: Lawrence Erlbaum Associates.
LOCKE, E. A. & LATHAM, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall.
McCLELLAND, d. (1953). The Achievement motive. New York: Appleton-Century-Crofts.
NOELS, K. A., PELLETIER. L. G., CLEMENT. R., & VALLERAND. R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(1), 57-85.
RYAN, R.M. & DECI, E.L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25: 54-67.
RYAN, R. M. & DECI, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well- being. American Psychologist, 55.
VALLERAND, R. J., PELLETIER, L. G., BLAIS, M. R., BRIERE, N. M., SENECAL, C. & VALLIERES, E. F. (1992). The Academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017.

APA	AYDOĞAN H (2016). INTRINSIC AND EXTRINSIC MOTIVATION FOR ENGLISH LEARNING SCALE (IEM-ELS): A PSYCHOLINGUISTICS STUDY OF RELIABILITY AND VALIDITY. , 56 - 66.
Chicago	AYDOĞAN Hakan INTRINSIC AND EXTRINSIC MOTIVATION FOR ENGLISH LEARNING SCALE (IEM-ELS): A PSYCHOLINGUISTICS STUDY OF RELIABILITY AND VALIDITY. (2016): 56 - 66.
MLA	AYDOĞAN Hakan INTRINSIC AND EXTRINSIC MOTIVATION FOR ENGLISH LEARNING SCALE (IEM-ELS): A PSYCHOLINGUISTICS STUDY OF RELIABILITY AND VALIDITY. , 2016, ss.56 - 66.
AMA	AYDOĞAN H INTRINSIC AND EXTRINSIC MOTIVATION FOR ENGLISH LEARNING SCALE (IEM-ELS): A PSYCHOLINGUISTICS STUDY OF RELIABILITY AND VALIDITY. . 2016; 56 - 66.
Vancouver	AYDOĞAN H INTRINSIC AND EXTRINSIC MOTIVATION FOR ENGLISH LEARNING SCALE (IEM-ELS): A PSYCHOLINGUISTICS STUDY OF RELIABILITY AND VALIDITY. . 2016; 56 - 66.
IEEE	AYDOĞAN H "INTRINSIC AND EXTRINSIC MOTIVATION FOR ENGLISH LEARNING SCALE (IEM-ELS): A PSYCHOLINGUISTICS STUDY OF RELIABILITY AND VALIDITY." , ss.56 - 66, 2016.
ISNAD	AYDOĞAN, Hakan. "INTRINSIC AND EXTRINSIC MOTIVATION FOR ENGLISH LEARNING SCALE (IEM-ELS): A PSYCHOLINGUISTICS STUDY OF RELIABILITY AND VALIDITY". (2016), 56-66.

APA	AYDOĞAN H (2016). INTRINSIC AND EXTRINSIC MOTIVATION FOR ENGLISH LEARNING SCALE (IEM-ELS): A PSYCHOLINGUISTICS STUDY OF RELIABILITY AND VALIDITY. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 14(3), 56 - 66.
Chicago	AYDOĞAN Hakan INTRINSIC AND EXTRINSIC MOTIVATION FOR ENGLISH LEARNING SCALE (IEM-ELS): A PSYCHOLINGUISTICS STUDY OF RELIABILITY AND VALIDITY. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi 14, no.3 (2016): 56 - 66.
MLA	AYDOĞAN Hakan INTRINSIC AND EXTRINSIC MOTIVATION FOR ENGLISH LEARNING SCALE (IEM-ELS): A PSYCHOLINGUISTICS STUDY OF RELIABILITY AND VALIDITY. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, vol.14, no.3, 2016, ss.56 - 66.
AMA	AYDOĞAN H INTRINSIC AND EXTRINSIC MOTIVATION FOR ENGLISH LEARNING SCALE (IEM-ELS): A PSYCHOLINGUISTICS STUDY OF RELIABILITY AND VALIDITY. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi. 2016; 14(3): 56 - 66.
Vancouver	AYDOĞAN H INTRINSIC AND EXTRINSIC MOTIVATION FOR ENGLISH LEARNING SCALE (IEM-ELS): A PSYCHOLINGUISTICS STUDY OF RELIABILITY AND VALIDITY. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi. 2016; 14(3): 56 - 66.
IEEE	AYDOĞAN H "INTRINSIC AND EXTRINSIC MOTIVATION FOR ENGLISH LEARNING SCALE (IEM-ELS): A PSYCHOLINGUISTICS STUDY OF RELIABILITY AND VALIDITY." Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 14, ss.56 - 66, 2016.
ISNAD	AYDOĞAN, Hakan. "INTRINSIC AND EXTRINSIC MOTIVATION FOR ENGLISH LEARNING SCALE (IEM-ELS): A PSYCHOLINGUISTICS STUDY OF RELIABILITY AND VALIDITY". Celal Bayar Üniversitesi Sosyal Bilimler Dergisi 14/3 (2016), 56-66.