Fene yönelik motivasyon ile fen başarısı arasındaki ilişkide sosyoekonomik statünün düzenleyici etkisinin incelenmesi
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Tarih
2025
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Yayıncı
Artvin Çoruh Üniversitesi, Lisansüstü Eğitim Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı TIMSS 2019 ve TIMSS 2023 verilerini kullanarak Türkiye'deki 8. sınıf öğrencilerin fen başarısı ile içsel motivasyon, araçsal motivasyon ve fen benlik kavramı arasındaki ilişkide sosyoekonomik statünün (SES) hem öğrenci hem de okul düzeyinde düzenleyici etkisinin Hiyerarşik Doğrusal Modelleme (HLM) yöntemiyle detaylı şekilde incelenmesidir. Çalışmanın örneklemini, TIMSS 2019 uygulamasına katılan Türkiye'deki 181 okuldan 4077 öğrenci ve TIMSS 2023 uygulamasına katılan 141 okuldan 4925 öğrenci oluşturmaktadır. Çalışmanın kavramsal modeli, Öz Belirleme Teorisi (SDT) üzerine inşa edilmiştir. Analiz sonuçları, 2019 yılında toplam varyansın %35,5'inin, 2023 yılında ise %32,2'sinin okullar arası farklılıktan kaynaklandığını göstermektedir. Ayrıca, her iki yılda da öğrencilerin SES düzeyleri ile başarıları arasında güçlü bir ilişki olduğu bulunmuştur. Okullar arası farklılığın 2019 yılında %71,65'ini, 2023 yılında %64,86'sını tek başına SES açıklamaktadır. Öğrenci düzeyinde ise SES değişkeni 2019 yılında %7,35, 2023'te %6,68'lık bir varyans açıklamıştır. Motivasyonla ilgili değişkenler açısından incelendiğinde, her iki yılda da fen benlik kavramı öğrencilerin fen başarısını en yüksek düzeyde açıklayan değişken olmuştur. 2019 yılında okul içi varyansın %8,4'ü içsel motivasyon, %2,5'i araçsal motivasyon, %23,5'i ise fen benlik kavramı ile açıklanırken 2023 verisine göre okul içi varyansın %2,1'i içsel motivasyon, %0,3'ü araçsal motivasyon, %15,6'sı ise fen benlik kavramı tarafından açıklanmıştır. Ayrıca sadece 2019 yılında, okulun ortalama SES düzeyi ile fen benlik kavramı arasındaki etkileşim istatistiksel olarak anlamlı bulunmuştur. Bu durum, okul düzeyinde SES'in, fen benlik kavramı ile fen başarısı arasındaki ilişki üzerinde düzenleyici bir rol oynadığını göstermektedir.
This study aims to examine thoroughly the moderating role of socioeconomic status (SES) at both the student and school levels in the relationship between 8th-grade students' science achievement and their intrinsic motivation, instrumental motivation, and science self-concept, using data from TIMSS 2019 and TIMSS 2023. The study sample consists of 4,077 students from 181 schools who participated in TIMSS 2019 and 4,925 students from 141 schools who participated in TIMSS 2023 in Turkey. The conceptual model of the study is based on Self-Determination Theory (SDT). The results of the hierarchical linear modeling (HLM) analysis indicate that 35.5% of the total variance in 2019 and 32.2% in 2023 can be attributed to differences between schools. Additionally, a strong relationship was found between students' SES levels and their science achievement in both years. 71.65% and 64.86% of the between-school variance was explained solely by school-level SES in 2019 and 2023, respectively. At the student level, SES explained 7.35% of the variance in 2019 and 6.68% in 2023. When examining motivational variables, science self-concept was found as the strongest predictor of science achievement in both years. In 2019, 8.4% of the within-school variance was explained by intrinsic motivation, 2.5% by instrumental motivation, and 23.5% by science self-concept. According to the 2023 data, 2.1% of the within-school variance was explained by intrinsic motivation, 0.3% by instrumental motivation, and 15.6% by science self-concept. Furthermore, only in 2019 was the interaction between school-level mean SES and science self-concept found to be statistically significant. This finding suggests that SES at the school level plays a moderating role in the relationship between science self-concept and science achievement.
This study aims to examine thoroughly the moderating role of socioeconomic status (SES) at both the student and school levels in the relationship between 8th-grade students' science achievement and their intrinsic motivation, instrumental motivation, and science self-concept, using data from TIMSS 2019 and TIMSS 2023. The study sample consists of 4,077 students from 181 schools who participated in TIMSS 2019 and 4,925 students from 141 schools who participated in TIMSS 2023 in Turkey. The conceptual model of the study is based on Self-Determination Theory (SDT). The results of the hierarchical linear modeling (HLM) analysis indicate that 35.5% of the total variance in 2019 and 32.2% in 2023 can be attributed to differences between schools. Additionally, a strong relationship was found between students' SES levels and their science achievement in both years. 71.65% and 64.86% of the between-school variance was explained solely by school-level SES in 2019 and 2023, respectively. At the student level, SES explained 7.35% of the variance in 2019 and 6.68% in 2023. When examining motivational variables, science self-concept was found as the strongest predictor of science achievement in both years. In 2019, 8.4% of the within-school variance was explained by intrinsic motivation, 2.5% by instrumental motivation, and 23.5% by science self-concept. According to the 2023 data, 2.1% of the within-school variance was explained by intrinsic motivation, 0.3% by instrumental motivation, and 15.6% by science self-concept. Furthermore, only in 2019 was the interaction between school-level mean SES and science self-concept found to be statistically significant. This finding suggests that SES at the school level plays a moderating role in the relationship between science self-concept and science achievement.
Açıklama
Anahtar Kelimeler
Fen başarısı, Sosyoekonomik statü (SES), Fene yönelik motivasyon, Fen benlik kavramı, TIMSS 2019, TIMSS 2023, Science achievement, Socioeconomic status (SES), Motivation towards science, Science self-concept
