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ÇEVRİMİÇİ MOTİVASYON, ÖZ DÜZENLEME VE BAĞLILIĞIN İLİŞKİLENDİRİLMESİ: ÖĞRETMEN ADAYLARI İÇİN YAPISAL BİR MODEL

LINKING ONLINE MOTIVATION, SELF-REGULATION, AND ENGAGEMENT: A STRUCTURAL MODEL FOR PRE-SERVICE TEACHERS

Gizem Engin(EGE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0003-2532-8136
Beril Ceylan Nebioğlu(EGE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0002-2440-0434
Sayfa
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Yayın Tarihi
2026-06-27
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Bulgular, öğretmen adaylarının çevrimiçi motivasyonları, bağlılıkları ve öz düzenlemeleri arasında pozitif ilişkiler olduğunu ortaya koymuştur.

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Amaç & Hipotez:Çevrimiçi öğrenme ortamlarında çevrimiçi katılım, motivasyon, öz düzenleme ve öğrenci beklentileri arasındaki ilişkileri inceleyen çağdaş çalışmalar sınırlıdır.
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Temel Bulgular & Veri:Çalışma, ayrıca bu değişkenlerin bölüm, sınıf düzeyi ve akademik başarıya göre nasıl farklılaştığını incelemektedir.
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Sonuç & Katkı:Bulgular, öğretmen adaylarının çevrimiçi motivasyonları, bağlılıkları ve öz düzenlemeleri arasında pozitif ilişkiler olduğunu ortaya koymuştur.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Bağlılık · çevrimiçi · motivasyon

Özet

Çevrimiçi öğrenme ortamlarında çevrimiçi katılım, motivasyon, öz düzenleme ve öğrenci beklentileri arasındaki ilişkileri inceleyen çağdaş çalışmalar sınırlıdır. Bu korelasyonel çalışmada, öz düzenleme, motivasyon ve bağlılık arasındaki ilişkileri açıklamak amacıyla bir yapısal eşitlik modeli kullanılmıştır. Çalışma, ayrıca bu değişkenlerin bölüm, sınıf düzeyi ve akademik başarıya göre nasıl farklılaştığını incelemektedir. Kolay ulaşılabilir örnekleme yöntemi kullanılmış ve yedi bölgeden 659 öğretmen adayı gönüllü olarak araştırmaya katılmıştır. Katılımcılar demografik bilgileri içeren bir formun yanı sıra üç ölçeği doldurmuştur. Bunlar; çevrimiçi katılım ölçeği, çevrimiçi öğrenme motivasyonu ölçeği ve çevrimiçi öz düzenlemeli öğrenme ölçeğidir. Bulgular, öğretmen adaylarının çevrimiçi motivasyonları, bağlılıkları ve öz düzenlemeleri arasında pozitif ilişkiler olduğunu ortaya koymuştur. Özellikle, motivasyonun, öz düzenleme ile bağlılık arasındaki ilişkiye tam aracılık ettiği belirlenmiştir. Ayrıca araştırma değişkenleri ile bölüm, sınıf düzeyi ve akademik başarı gibi demografik değişkenler arasında istatistiksel olarak anlamlı ilişkiler bulunmuştur. Bu bulguların, çevrimiçi öğrenme ortamlarında çalışan gelecekteki öğretim teknolojisi araştırmacılarına katkı sağlaması beklenmektedir.

Abstract

Contemporary studies examining the relationships between online engagement, motivation, self-regulation, and student expectations in authentic online learning environments are scarce. This correlational study employs a structural equation model to elucidate the connections between self-regulation, motivation, and engagement. The study also examines how these variables differ according to department, year group, and academic achievement. Convenience sampling was employed, and 659 pre-service teachers from seven regions participated voluntarily. The participants completed a form providing demographic information, as well as three scales: an online engagement scale, an online learning motivation scale, and an online self-regulated learning scale. The findings revealed positive relationships between pre-service teachers' online motivation, engagement, and self-regulation. Specifically, motivation was found to fully mediate the relationship between self-regulation and engagement. Statistically significant relationships were also found between the research variables and the demographic variables of department, year group, and academic achievement. These findings are expected to inform the work of future instructional technology scholars in online learning settings.

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Bu Makaleye Atıf Yap

Engin, G., Nebioğlu, B. C. (2026). ÇEVRİMİÇİ MOTİVASYON, ÖZ DÜZENLEME VE BAĞLILIĞIN İLİŞKİLENDİRİLMESİ: ÖĞRETMEN ADAYLARI İÇİN YAPISAL BİR MODEL. Eğitimde Kuram ve Uygulama, Cilt: 22 Sayı: 1. https://doi.org/10.17244/eku.1917771

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