Investigation of The Effect of Online Motivation Level on Self-Regulatıon Skills and Engagement: A Model Proposal
Project no. 23415 · Status: Kapanmış · 2021
Summary
<p>This study aimed to develop a holistic model that explains the relationships between the variables by determining the effects of pre-service teachers' online motivations on their online commitment and self-regulation skills. Differences in gender, department, grade level, and academic achievement averages were examined. In the literature, it hasn’t been found that tests and predicts the relationships of online commitment, online motivation, and online self-regulation variables.</p><p>The universe of the research consists of teacher candidates studying in education faculties of universities in Turkey. One of the education faculties in each geographical region was randomly selected and included in the sample. Participants consist of 659 teacher candidates studying in the 2021-2022 academic year. Personal information form, online commitment scale (Ergün & Koçak Usluer), online learning motivation scale (Özbaşı, Cevahir & Özdemir, 2017), and online self-regulated learning scale (Samsa Yetik & Keser, 2017) were used as data collection tools.</p><p>As a result of this research, a positive relationship was observed between teacher candidates' online motivation levels, online commitment, and online self-regulation levels. When the online self-regulation skills, motivation, and commitment of teacher candidates are evaluated in terms of gender; It was seen that gender only has a statistically significant difference in online motivation. It was determined that all three variables showed a statistically significant difference according to the department and grade level.</p>