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Journals / Temel Eğitim / 2026 / Cilt: 8 Sayı: 31

Students' Motivation Toward Out-of-School Learning Environments: A Scale Development Study

Öğrencilerin Okul Dışı Öğrenme Ortamlarına Yönelik Motivasyonu: Bir Ölçek Geliştirme Çalışması

Aytekin Karbeyaz(MİLLİ EĞİTİM BAKANLIĞI)0000-0002-1483-5581
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Publication Date
2026-05-02
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AI Summary & Key Takeaways

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⚡ TL;DR(Too Long; Didn't Read)

Research findings indicated that students' motivation levels toward OSLE did not show a statistically significant difference based on gender, number of trips, or parental education levels (p > .05).

📌 3 Key Takeaways

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Objective & Hypothesis:This research aims to develop a theory-based, valid, and reliable measurement instrument to determine middle school students' motivation toward out-of-school learning environments (OSLE).
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Key Findings & Data:Conducted during the 2024-2025 academic year with middle school students in Sivas, the study began with an item pool created through expert opinions and an extensive literature review.
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Conclusion & Impact:Research findings indicated that students' motivation levels toward OSLE did not show a statistically significant difference based on gender, number of trips, or parental education levels (p > .05).
🔬Design:Lab & Field Experiment
📍Scope:2024-2025 Verileri
⚙️Variables:Okul dışı öğrenme ortamları · motivasyon · ölçek geliştirme

Abstract

This research aims to develop a theory-based, valid, and reliable measurement instrument to determine middle school students' motivation toward out-of-school learning environments (OSLE). The study is designed as a scale development study within the scope of quantitative research methods. Conducted during the 2024-2025 academic year with middle school students in Sivas, the study began with an item pool created through expert opinions and an extensive literature review. Exploratory Factor Analysis (EFA) conducted with 345 students revealed a two-factor structure—"Intrinsic Motivation" and "Extrinsic Motivation"—explaining 43.30% of the total variance. Confirmatory Factor Analysis (CFA) performed with data from 278 students empirically validated this structure. The Cronbach's Alpha internal consistency coefficient of the scale was calculated as .89. Research findings indicated that students' motivation levels toward OSLE did not show a statistically significant difference based on gender, number of trips, or parental education levels (p > .05). However, data-driven analyses demonstrated that students participating in 10 or more trips and those with higher parental education levels had higher arithmetic mean scores in motivation. This situation confirms the inclusive nature of OSLE and the affective contribution of experiential frequency in line with the literature. By providing a methodologically original tool, this study establishes an academic foundation for enhancing the quality of out-of-school learning processes within the framework of Self-Determination Theory.

Özet

Bu araştırma, ortaokul öğrencilerinin okul dışı öğrenme ortamlarına (ODÖO) yönelik motivasyonlarını belirlemek amacıyla teorik temelli, geçerli ve güvenilir bir ölçme aracı geliştirmeyi hedeflemektedir. Araştırma nicel araştırma desenlerinden bir ölçek geliştirme çalışmasıdır. Çalışma 2024-2025 eğitim-öğretim yılında Sivas ilindeki ortaokul öğrencileriyle yürütülmüştür. Uzman görüşleri ve literatür taramasıyla oluşturulan madde havuzu, 345 öğrenci üzerinde Açımlayıcı Faktör Analizi (AFA) ile test edilmiş, ölçeğin toplam varyansın %43.30’unu açıklayan, "İçsel Motivasyon" ve "Dışsal Motivasyon" adlı iki faktörlü bir yapı sergilediği saptanmıştır. 278 öğrenciden elde edilen verilerle yapılan Doğrulayıcı Faktör Analizi (DFA) ise bu yapıyı ampirik olarak doğrulamıştır. Ölçeğin Cronbach Alpha iç tutarlılık katsayısı .89 olarak hesaplanmıştır. Araştırma bulguları öğrencilerin ODÖO motivasyon düzeylerinin cinsiyet, gezi sayısı, anne ve baba eğitim durumu değişkenlerine göre istatistiksel olarak anlamlı bir farklılık göstermediğini ortaya koymuştur. Ancak veri temelli analizler, 10 ve üzeri geziye katılanların ve ebeveyn eğitim düzeyi yüksek olan öğrencilerin motivasyon ortalamalarının aritmetik olarak daha yüksek olduğunu göstermiştir. Bu durum, ODÖO’nun kapsayıcı doğasını ve deneyim sıklığının duyuşsal katkısını literatürle uyumlu şekilde kanıtlamaktadır. Metodolojik olarak özgün bir araç sunan bu çalışma, Öz-Belirleme Kuramı ekseninde okul dışı öğrenme süreçlerinin niteliğini artırmak için akademik bir dayanak oluşturmaktadır.

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Cite This Article

Karbeyaz, A. (2026). Students' Motivation Toward Out-of-School Learning Environments: A Scale Development Study. Temel Eğitim, Cilt: 8 Sayı: 31. https://doi.org/10.52105/temelegitim.1864947

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