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Journals / Türk Psikolojik Danışma ve Rehberlik Dergisi / 2021 / Cilt: 11 - Sayı: 63

Autonomy Support and Children's School Attachment: Motivation as a Mediator

Özerklik Desteği ve Çocukların Okula Bağlılığı: Motivasyonun Aracılık Rolü

Ayşe AYAZ
İsmail Hakkı TOMAR
Gürhan CAN
Seydi Ahmet SATICI
Pages
591–602
Publication Date
2021-12-31
DOI
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AI Summary & Key Takeaways

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

The results indicated that autonomy support had an indirect effect on school attachment through internal motivation.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The present study examined the mediating role of motivation in the association between autonomy support and children's school attachment.
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Key Findings & Data:The study participants consisted of 437 primary school students (232 girls and 205 boys) selected from six schools in a province located in Turkey's southeast region.
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Conclusion & Impact:The results indicated that autonomy support had an indirect effect on school attachment through internal motivation.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Okula Bağlanma · Öğretmenin Özerklik Desteği · İçsel Motivasyon

Abstract

The present study examined the mediating role of motivation in the association between autonomy support and children's school attachment. The study participants consisted of 437 primary school students (232 girls and 205 boys) selected from six schools in a province located in Turkey's southeast region. A hypothesized model was developed and tested by structural equation modeling on cross-sectional data. The data were collected via The School Attachment Scale for Children and Adolescents, The Scale for Motivation in Education, and The Short Form of the Learning Climate Scale. The results indicated that autonomy support had an indirect effect on school attachment through internal motivation. Contrary to these findings, it has been determined that neither identified external motivation nor introjected external motivation affected attachment to the school's directly and indirectly.

Özet

Bu çalışmada, özerklik desteği ile çocukların okula bağlanması arasındaki ilişkide motivasyonun aracı rolü incelenmiştir. Araştırmanın katılımcılarını, Türkiye'nin Güneydoğu Anadolu bölgesinde yer alan bir ildeki altı okuldan seçilen 437 ilkokul öğrencisi (232 kız ve 205 erkek) oluşturmuştur. Kesitsel veriler üzerinde yapısal eşitlik modellemesi ile varsayımsal bir model geliştirilmiş ve test edilmiştir. Veriler Çocuklar ve Ergenler için Okula Bağlanma Ölçeği, Eğitimde Motivasyon Ölçeği ve Öğrenme İklimi Ölçeği Kısa Formu ile toplanmıştır. Sonuçlar, özerklik desteğinin içsel motivasyon yoluyla okula bağlanma üzerinde dolaylı bir etkisi olduğunu göstermiştir. Bu bulguların aksine, ne özdeşleşmiş dışsal motivasyonun ne de içselleştirilmiş dışsal motivasyonun okula bağlanmayı doğrudan ve dolaylı olarak etkilemediği belirlenmiştir.

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Cite This Article

AYAZ, A., TOMAR, İ. H., CAN, G., SATICI, S. A. (2021). Autonomy Support and Children's School Attachment: Motivation as a Mediator. Türk Psikolojik Danışma ve Rehberlik Dergisi, Cilt: 11 - Sayı: 63, 591–602. https://ajindex.com/articles/387842

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