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Journals / Anadolu Üniversitesi Eğitim Fakültesi Dergisi / 2023 / Volume: 7 Issue: 4

Academic motivation types and learning styles of students in a faculty of education

Eğitim fakültesi öğrencilerinin akademik güdülenmesi ve öğrenme stilleri

Derya Uysal(ALANYA ALAADDIN KEYKUBAT UNIVERSITY)0000-0001-5393-5211
Pages
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Publication Date
2023-10-23
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Last, departments of the pre-service teachers did not determine their academic motivation types and learning styles.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This paper aimed to report the results of a descriptive correlational study that examined the relationship between academic motivation and learning styles of pre-service teachers.
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Key Findings & Data:The study’s participants were 574 pre-service teachers at the Faculty of Education, University of Alanya Alaaddin Keykubat.
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Conclusion & Impact:Last, departments of the pre-service teachers did not determine their academic motivation types and learning styles.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Pre-service teachers · academic motivation · learning style

Abstract

This paper aimed to report the results of a descriptive correlational study that examined the relationship between academic motivation and learning styles of pre-service teachers. The study’s participants were 574 pre-service teachers at the Faculty of Education, University of Alanya Alaaddin Keykubat. Two research instruments (Academic Motivation Scale and Learning Styles Inventory) were used for collecting the data. Keeping the aim in mind, three hypotheses were formulated and the pearson’s chi-square test was run in SPSS so as to test the possible relationships in the hypotheses. According to the analysis of the data, the first hypothesis was confirmed while the second and third hypotheses were rejected. Thus, the dominant academic motivation type of converger and accommodator pre-service teachers was external regulation while the preservice teachers with assimilating learning styles were more likely to have knowing motivation. Besides, diverger pre-service teachers preferred either “knowing” or “external regulation” academic motivation type. Last, departments of the pre-service teachers did not determine their academic motivation types and learning styles.

Özet

Bu çalışmanın amacı öğretmen adaylarının akademik güdülenme türü ve öğrenme stili arasındaki ilişkiyi incelemektir. Araştırma tanımlayıcı ilişkisel modelde tasarlanmıştır. Araştırmanın katılımcılarını Alanya Alaaddin Keykubat Üniversitesi Eğitim Fakültesi'nde 9 farklı bölümde öğrenim gören 574 öğretmen adayı oluşturmaktadır. Verilerin toplanmasında iki araştırma aracı (Akademik Güdülenme Ölçeği ve Öğrenme Stilleri Envanteri) kullanılmıştır. Araştırma amacı doğrultusunda üç hipotez oluşturulmuştur ve hipotezlerde sunulan olası ilişkileri test etmek için SPSS programında pearson ki-kare bağımsızlık testi yapılmıştır. Sonuç olarak, ayrıştıran ve yerleştiren öğrenme stiline sahip öğretmen adaylarının baskın akademik güdülenme türü dışsal düzenleme iken, özümseyen öğrenme stiline sahip öğretmen adaylarının “bilme” güdülenme türüne sahip olma olasılıkları daha yüksektir. Ayrıca, değiştiren öğrenme stiline sahip öğretmen adayları “bilme” ya da “dışsal düzenleme” akademik güdülenme türünü tercih etmişlerdir. Son olarak, öğretmen adaylarının bölümleri ile akademik güdülenme türleri arasında anlamlı bir ilişki bulunamamıştır. Benzer şekilde öğretmen adaylarının bölümleri ve öğrenme stilleri arasında anlamlı bir ilişki bulunamamıştır.

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Cite This Article

Uysal, D. (2023). Academic motivation types and learning styles of students in a faculty of education. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, Volume: 7 Issue: 4. https://doi.org/10.34056/aujef.1302734

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