Araştırma Makalesi
BibTex RIS Kaynak Göster

MOTİVASYON VE BAŞARI: ÖZ BELİRLEME KURAMI TEMELİNDE ÖĞRENCİLER ÖĞRENMEYE NASIL MOTİVE EDİLEBİLİR?

Yıl 2021, Sayı: 66, 482 - 505, 24.06.2021

Öz

Herhangi bir görevin arzu edilen şekilde yerine getirilebilmesi için motivasyon oldukça önemlidir. Bir görev için harekete geçme, sürdürme ve sonlandırma kişinin o konuda sahip olduğu motivasyonun derecesi ile ilişkilidir. Öğrenme ve motivasyon arasındaki ilişki de benzer şekilde düşünülebilir. Bu bağlamda yaşam boyu öğrenmenin aktif olarak gerçekleştirilmesi açısından motivasyonun sürdürülmesi önemli görülmektedir. Bu düşünceden hareketle bu çalışmada bazı motivasyon kuramları ışığında öğrencilerin öğrenmeye nasıl motive edilebileceği konusunda ilgili alanyazın incelenerek bir derleme yapılmıştır. Çalışma kapsamında bazı motivasyon kuramları genel olarak tanıtıldıktan sonra öğrenme açısından daha önemli bir yere sahip olduğu düşünülen ve daha kapsamlı olan öz belirleme kuramı üzerinde durulmuştur. Öz belirleme kuramına dayalı olarak öğrencilerin öğrenmeye yönelik motivasyonlarının artırılmasına yönelik bazı çıkarımlarda bulunulmuştur. Bu çıkarımların öğretmenlere, öğretim programı geliştirenlere, eğitim araştırmacılarına ve özellikle de ebeveynlere faydalı olacağı düşünülmektedir.

Kaynakça

  • Alderfer, C. (2011). The Practice Of Organizational Diagnosis: Theory And Methods. OUP USA.
  • Baker, L., Mackler, K., Sonnenschein, S., & Serpell, R. (2001). Parents' interactions with their first-grade children during storybook reading and relations with subsequent home reading activity and reading achievement. Journal of School Psychology, 39(5), 415-438.
  • Bayraktar, H. V. (2015) Sınıf yönetiminde öğrenci motivasyonu ve motivasyonu etkileyen etmenler. Turkish Studies international Periodical for the Languages, literature and history of Turkish or Turkic 10(3), 1079-1100.
  • Biggs, J., & Tang, C. (2014). Teaching For Quality Learning at University. Maidenhead. Berkshire, UK: McGraw-Hill Education.
  • Brophy, J.E. (2008). Developing Students' Appreciation For What is Taught in School. Educational Psychologist, 43(3), 132-141.
  • Brophy, J. E. (2012). Motivating Students to Learn. 3rd. Ed., New York, NY: Routledge.
  • Caulton, J. R. (2012). The development and use of the theory of ERG: A literature review. Emerging Leadership Journeys, 5(1), 2-8.
  • Cook, D. A., & Artino Jr, A. R. (2016). Motivation to learn: an overview of contemporary theories. Medical Education, 50(10), 997-1014.
  • Çelik, S. (2009). Projeye dayalı öğrenme yaklaşımının fen bilgisi öğretmen adaylarının bilim ve teknolojinin doğası anlayışlarına ve bilimsel süreç becerilerine etkisi. Yayımlanmamış doktora tezi, Atatürk Üniversitesi Fen Bilimleri Enstitüsü, Erzurum.
  • Çelik, S., & Bayrakçeken, S. (2006). The effect of a ‘Science, Technology and Society’course on prospective teachers’ conceptions of the nature of science. Research in Science & Technological Education, 24(2), 255-273.
  • Deci, E. L., & Ryan, R. M. (1985). Self-Determination and İntrinsic Motivation in Human Behavior. EL Deci, RM Ryan.
  • Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
  • Deci, E. L., & Ryan, R. M.(Eds.) (2002). Overview of Self-Determination Theory: An Organismic Dialectical Perspective. Handbook of Self-Determination Research, Rochester, NY: University of Rochester Press.
  • Deckers, L. (2018). Motivation: Biological, Psychological, and Environmental. 5th Ed.,New York, NY, Routledge.
  • Gnambs, T., & Hanfstingl, B. (2016). The decline of academic motivation during adolescence: An accelerated longitudinal cohort analysis on the effect of psychological need satisfaction. Educational Psychology, 36(9), 1691-1705.
  • Gopalan, V., Bakar, J. A. A., Zulkifli, A. N., Alwi, A., & Mat, R. C. (2017). A review of the motivation theories in learning. In AIP Conference Proceedings (Vol. 1891, No. 1, ).
  • Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Role of parental motivational practices in children's academic intrinsic motivation and achievement. Journal of Educational Psychology, 86(1), 104.
  • Greene, R. W. (2016). Raising Human Beings: Creating A Collaborative Partnership With Your Child. New York, NY: Scribner.
  • Grolnick, W. (2003). The psychology of parental control: How well-meant parenting backfires. Hillsdale, NJ: Lawrence E.
  • Grolnick, W. S. (2009). The role of parents in facilitating autonomous self-regulation for education. Theory and Research in Education, 7(2), 164-173.
  • Hospel, V., & Galand, B. (2016). Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis. Learning and Instruction, 41, 1-10.
  • Irvine, J. (2018). A Framework for Comparing Theories Related to Motivation in Education. Research in Higher Education Journal, 35, 1-30.
  • Keller, J.M.(2019). Öğrenme ve Performans İçin Motivasyonel Tasarım (Çev. Ed. Yalçın Kılıç Türel), Ankara: ASOS Yayınları.
  • Kıran, H. & Çelik, K. (Ed.) (2020). Etkili Sınıf Yönetimi. Ankara: Anı Yayıncılık.
  • Koçer, T. (2011). İşletme Yöneticiliği. İstanbul: Beta.
  • Kusurkar, R. A., Croiset, G., & Ten Cate, O. T. J. (2011). Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory. Medical Teacher, 33(12), 978-982.
  • Legault, L. (2017). Self-determination theory. Encyclopedia of personality and individual differences, 1-9.
  • Lei, S. A. (2010). Intrinsic and extrinsic motivation: Evaluating benefits and drawbacks from college instructors' perspectives. Journal of Instructional Psychology, 37(2), 153-161.
  • Li, K., & Keller, J. M. (2018). Use of the ARCS model in education: A literature review. Computers & Education, 122, 54-62.
  • Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50 (4), 370.
  • McClelland, D. C. (1961). Achieving Society. Simon and Schuster.
  • McElvany, N., & Artelt, C. (2009). Systematic reading training in the family: Development, implementation, and initial evaluation of the Berlin Parent–Child Reading Program. Learning and Instruction, 19(1), 79-95.
  • Murphy, P. K., & Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25(1), 3-53.
  • Öztürk, E. Ö. (2012). Contemporary motivation theories in educational psychology and language learning: An overview. The International Journal of Social Sciences, 3(1), 33-46.
  • Pakdel, B. (2013). The historical context of motivation and analysis theories individual motivation. International Journal of Humanities and Social Science, 3(18), 240-247.
  • Petri, H. L. (2005). Four motivational components of behavior. Revista Electrónica de Motivación y Emoción, 8(20-21), 1-24.
  • Rhee, H. (2019). Comparison of Process Theories to Content Theories in Motivating Workforces. International Journal of Human Resource Studies, 9(4), 267-274.
  • Riley, G. (2016). Evde eğitimde kendi kaderini tayin teorisinin ve bilişsel değerlendirme teorisinin rolü. Cogent Eğitim, 3 (1), 1163651.
  • Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43(3), 450.
  • Ryan, R. M. (2012). Motivation and The Organization of Human Behavior: Three Reasons For The Reemergence of A Field. The Oxford handbook of human motivation, 3-10.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.
  • Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, And Wellness. Guilford Publications.
  • Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 101860.
  • Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2014). Motivation in Education: Theory, Research, and Applications .4th ed.. Pearson New International Edition.
  • Seel, N. M. (Ed.). (2011). Encyclopedia of the Sciences of Learning. Springer Science & Business Media.
  • Seli, H., & Dembo, M. H. (2020). Motivation and Learning Strategies For College Success. 6th Ed.,New York NY, Routledge.
  • Serinkan,C. (Ed. ) (2012). Liderlik ve Motivasyon: Geleneksel ve Güncel Yaklaşımlar. Nobel: Ankara.
  • Stanley, K. R., & Plucker, J. A. (2008). Improving high school graduation rates. Education Policy Brief, 6(7), 1-12.
  • Steinberg, L. D., Brown, B. B., & Dornbusch, S. M. (1996). Beyond The Classroom: Why School Reform Has Failed and What Parents Need To Do. New York, NY: Simon & Schuster.
  • Taylor, G., Jungert, T., Mageau, G. A., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39(4), 342-358.
  • Ten Cate, O. T. J., Kusurkar, R. A., & Williams, G. C. (2011). How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59. Medical Teacher, 33(12), 961-973.
  • Turabik, T., & Baskan, G. A. (2015). The importance of motivation theories in terms of education systems. Procedia-Social And Behavioral Sciences, 186, 1055-1063.
  • Tünkler, V. (2018). İlköğretim Öğrencilerinin Sosyal Bilgiler Dersine Yönelik Yeterlik Beklentileri ve Değer Algılarının İncelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(4), 1107-1120.
  • Usher, A., & Kober, N. (2012). What roles do parent involvement, family background, and culture play in student motivation. Center on Education Policy, 4(6), 1-14.
  • Wen-ying, M. A., & Xi, L. I. U. (2016). A New View on Teaching Motivation-Self-determination Theory. Sino-US English Teaching, 13(1), 33-39.
  • Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis‐Kean, P. (2007). Development of achievement motivation. Handbook of child psychology, 3.
  • Zhou, M., & Brown, D. (2015). Educational Learning Theories. 2nd pres. Georgia: Education Open Tetxbooks.

Motivation and Success: How Can Students Be Motivated to Learn on The Basis of Self-Determination?

Yıl 2021, Sayı: 66, 482 - 505, 24.06.2021

Öz

Motivation is quite important to complete any task as desired. Acting on, continuing and ending a task is related to the degree of motivation that a person has in the concerning issue. The relationship between learning and motivation can be considered similarly. In this context, it is important to maintain motivation in terms of the active realization of lifelong learning. Due to this idea, the literature on how to motivate students to learn in the light of some motivation theories were reviewed in this study. After some motivation theories were introduced in general, it was focused on self-determination theory, which is thought to have a more important place in terms of learning and it is also thought more comprehensive. Based on the self-determination theory, some inferences have been made to increase students' motivation for learning. These inferences are considered to be beneficial for teachers, curriculum developers, education researchers and especially parents.

Kaynakça

  • Alderfer, C. (2011). The Practice Of Organizational Diagnosis: Theory And Methods. OUP USA.
  • Baker, L., Mackler, K., Sonnenschein, S., & Serpell, R. (2001). Parents' interactions with their first-grade children during storybook reading and relations with subsequent home reading activity and reading achievement. Journal of School Psychology, 39(5), 415-438.
  • Bayraktar, H. V. (2015) Sınıf yönetiminde öğrenci motivasyonu ve motivasyonu etkileyen etmenler. Turkish Studies international Periodical for the Languages, literature and history of Turkish or Turkic 10(3), 1079-1100.
  • Biggs, J., & Tang, C. (2014). Teaching For Quality Learning at University. Maidenhead. Berkshire, UK: McGraw-Hill Education.
  • Brophy, J.E. (2008). Developing Students' Appreciation For What is Taught in School. Educational Psychologist, 43(3), 132-141.
  • Brophy, J. E. (2012). Motivating Students to Learn. 3rd. Ed., New York, NY: Routledge.
  • Caulton, J. R. (2012). The development and use of the theory of ERG: A literature review. Emerging Leadership Journeys, 5(1), 2-8.
  • Cook, D. A., & Artino Jr, A. R. (2016). Motivation to learn: an overview of contemporary theories. Medical Education, 50(10), 997-1014.
  • Çelik, S. (2009). Projeye dayalı öğrenme yaklaşımının fen bilgisi öğretmen adaylarının bilim ve teknolojinin doğası anlayışlarına ve bilimsel süreç becerilerine etkisi. Yayımlanmamış doktora tezi, Atatürk Üniversitesi Fen Bilimleri Enstitüsü, Erzurum.
  • Çelik, S., & Bayrakçeken, S. (2006). The effect of a ‘Science, Technology and Society’course on prospective teachers’ conceptions of the nature of science. Research in Science & Technological Education, 24(2), 255-273.
  • Deci, E. L., & Ryan, R. M. (1985). Self-Determination and İntrinsic Motivation in Human Behavior. EL Deci, RM Ryan.
  • Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
  • Deci, E. L., & Ryan, R. M.(Eds.) (2002). Overview of Self-Determination Theory: An Organismic Dialectical Perspective. Handbook of Self-Determination Research, Rochester, NY: University of Rochester Press.
  • Deckers, L. (2018). Motivation: Biological, Psychological, and Environmental. 5th Ed.,New York, NY, Routledge.
  • Gnambs, T., & Hanfstingl, B. (2016). The decline of academic motivation during adolescence: An accelerated longitudinal cohort analysis on the effect of psychological need satisfaction. Educational Psychology, 36(9), 1691-1705.
  • Gopalan, V., Bakar, J. A. A., Zulkifli, A. N., Alwi, A., & Mat, R. C. (2017). A review of the motivation theories in learning. In AIP Conference Proceedings (Vol. 1891, No. 1, ).
  • Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Role of parental motivational practices in children's academic intrinsic motivation and achievement. Journal of Educational Psychology, 86(1), 104.
  • Greene, R. W. (2016). Raising Human Beings: Creating A Collaborative Partnership With Your Child. New York, NY: Scribner.
  • Grolnick, W. (2003). The psychology of parental control: How well-meant parenting backfires. Hillsdale, NJ: Lawrence E.
  • Grolnick, W. S. (2009). The role of parents in facilitating autonomous self-regulation for education. Theory and Research in Education, 7(2), 164-173.
  • Hospel, V., & Galand, B. (2016). Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis. Learning and Instruction, 41, 1-10.
  • Irvine, J. (2018). A Framework for Comparing Theories Related to Motivation in Education. Research in Higher Education Journal, 35, 1-30.
  • Keller, J.M.(2019). Öğrenme ve Performans İçin Motivasyonel Tasarım (Çev. Ed. Yalçın Kılıç Türel), Ankara: ASOS Yayınları.
  • Kıran, H. & Çelik, K. (Ed.) (2020). Etkili Sınıf Yönetimi. Ankara: Anı Yayıncılık.
  • Koçer, T. (2011). İşletme Yöneticiliği. İstanbul: Beta.
  • Kusurkar, R. A., Croiset, G., & Ten Cate, O. T. J. (2011). Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory. Medical Teacher, 33(12), 978-982.
  • Legault, L. (2017). Self-determination theory. Encyclopedia of personality and individual differences, 1-9.
  • Lei, S. A. (2010). Intrinsic and extrinsic motivation: Evaluating benefits and drawbacks from college instructors' perspectives. Journal of Instructional Psychology, 37(2), 153-161.
  • Li, K., & Keller, J. M. (2018). Use of the ARCS model in education: A literature review. Computers & Education, 122, 54-62.
  • Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50 (4), 370.
  • McClelland, D. C. (1961). Achieving Society. Simon and Schuster.
  • McElvany, N., & Artelt, C. (2009). Systematic reading training in the family: Development, implementation, and initial evaluation of the Berlin Parent–Child Reading Program. Learning and Instruction, 19(1), 79-95.
  • Murphy, P. K., & Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25(1), 3-53.
  • Öztürk, E. Ö. (2012). Contemporary motivation theories in educational psychology and language learning: An overview. The International Journal of Social Sciences, 3(1), 33-46.
  • Pakdel, B. (2013). The historical context of motivation and analysis theories individual motivation. International Journal of Humanities and Social Science, 3(18), 240-247.
  • Petri, H. L. (2005). Four motivational components of behavior. Revista Electrónica de Motivación y Emoción, 8(20-21), 1-24.
  • Rhee, H. (2019). Comparison of Process Theories to Content Theories in Motivating Workforces. International Journal of Human Resource Studies, 9(4), 267-274.
  • Riley, G. (2016). Evde eğitimde kendi kaderini tayin teorisinin ve bilişsel değerlendirme teorisinin rolü. Cogent Eğitim, 3 (1), 1163651.
  • Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43(3), 450.
  • Ryan, R. M. (2012). Motivation and The Organization of Human Behavior: Three Reasons For The Reemergence of A Field. The Oxford handbook of human motivation, 3-10.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.
  • Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, And Wellness. Guilford Publications.
  • Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 101860.
  • Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2014). Motivation in Education: Theory, Research, and Applications .4th ed.. Pearson New International Edition.
  • Seel, N. M. (Ed.). (2011). Encyclopedia of the Sciences of Learning. Springer Science & Business Media.
  • Seli, H., & Dembo, M. H. (2020). Motivation and Learning Strategies For College Success. 6th Ed.,New York NY, Routledge.
  • Serinkan,C. (Ed. ) (2012). Liderlik ve Motivasyon: Geleneksel ve Güncel Yaklaşımlar. Nobel: Ankara.
  • Stanley, K. R., & Plucker, J. A. (2008). Improving high school graduation rates. Education Policy Brief, 6(7), 1-12.
  • Steinberg, L. D., Brown, B. B., & Dornbusch, S. M. (1996). Beyond The Classroom: Why School Reform Has Failed and What Parents Need To Do. New York, NY: Simon & Schuster.
  • Taylor, G., Jungert, T., Mageau, G. A., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39(4), 342-358.
  • Ten Cate, O. T. J., Kusurkar, R. A., & Williams, G. C. (2011). How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59. Medical Teacher, 33(12), 961-973.
  • Turabik, T., & Baskan, G. A. (2015). The importance of motivation theories in terms of education systems. Procedia-Social And Behavioral Sciences, 186, 1055-1063.
  • Tünkler, V. (2018). İlköğretim Öğrencilerinin Sosyal Bilgiler Dersine Yönelik Yeterlik Beklentileri ve Değer Algılarının İncelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(4), 1107-1120.
  • Usher, A., & Kober, N. (2012). What roles do parent involvement, family background, and culture play in student motivation. Center on Education Policy, 4(6), 1-14.
  • Wen-ying, M. A., & Xi, L. I. U. (2016). A New View on Teaching Motivation-Self-determination Theory. Sino-US English Teaching, 13(1), 33-39.
  • Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis‐Kean, P. (2007). Development of achievement motivation. Handbook of child psychology, 3.
  • Zhou, M., & Brown, D. (2015). Educational Learning Theories. 2nd pres. Georgia: Education Open Tetxbooks.
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Sanat ve Edebiyat
Bölüm Makaleler
Yazarlar

Samih Bayrakçeken 0000-0001-8777-6714

Osman Samancı 0000-0003-3620-7604

Nurtaç Canpolat 0000-0002-0295-4823

Kemal Doymuş 0000-0002-0578-5623

Yayımlanma Tarihi 24 Haziran 2021
Gönderilme Tarihi 22 Aralık 2020
Yayımlandığı Sayı Yıl 2021 Sayı: 66

Kaynak Göster

APA Bayrakçeken, S., Samancı, O., Canpolat, N., Doymuş, K. (2021). MOTİVASYON VE BAŞARI: ÖZ BELİRLEME KURAMI TEMELİNDE ÖĞRENCİLER ÖĞRENMEYE NASIL MOTİVE EDİLEBİLİR?. Atatürk Üniversitesi Edebiyat Fakültesi Dergisi(66), 482-505.
AMA Bayrakçeken S, Samancı O, Canpolat N, Doymuş K. MOTİVASYON VE BAŞARI: ÖZ BELİRLEME KURAMI TEMELİNDE ÖĞRENCİLER ÖĞRENMEYE NASIL MOTİVE EDİLEBİLİR?. AUEDFD. Haziran 2021;(66):482-505.
Chicago Bayrakçeken, Samih, Osman Samancı, Nurtaç Canpolat, ve Kemal Doymuş. “MOTİVASYON VE BAŞARI: ÖZ BELİRLEME KURAMI TEMELİNDE ÖĞRENCİLER ÖĞRENMEYE NASIL MOTİVE EDİLEBİLİR?”. Atatürk Üniversitesi Edebiyat Fakültesi Dergisi, sy. 66 (Haziran 2021): 482-505.
EndNote Bayrakçeken S, Samancı O, Canpolat N, Doymuş K (01 Haziran 2021) MOTİVASYON VE BAŞARI: ÖZ BELİRLEME KURAMI TEMELİNDE ÖĞRENCİLER ÖĞRENMEYE NASIL MOTİVE EDİLEBİLİR?. Atatürk Üniversitesi Edebiyat Fakültesi Dergisi 66 482–505.
IEEE S. Bayrakçeken, O. Samancı, N. Canpolat, ve K. Doymuş, “MOTİVASYON VE BAŞARI: ÖZ BELİRLEME KURAMI TEMELİNDE ÖĞRENCİLER ÖĞRENMEYE NASIL MOTİVE EDİLEBİLİR?”, AUEDFD, sy. 66, ss. 482–505, Haziran 2021.
ISNAD Bayrakçeken, Samih vd. “MOTİVASYON VE BAŞARI: ÖZ BELİRLEME KURAMI TEMELİNDE ÖĞRENCİLER ÖĞRENMEYE NASIL MOTİVE EDİLEBİLİR?”. Atatürk Üniversitesi Edebiyat Fakültesi Dergisi 66 (Haziran 2021), 482-505.
JAMA Bayrakçeken S, Samancı O, Canpolat N, Doymuş K. MOTİVASYON VE BAŞARI: ÖZ BELİRLEME KURAMI TEMELİNDE ÖĞRENCİLER ÖĞRENMEYE NASIL MOTİVE EDİLEBİLİR?. AUEDFD. 2021;:482–505.
MLA Bayrakçeken, Samih vd. “MOTİVASYON VE BAŞARI: ÖZ BELİRLEME KURAMI TEMELİNDE ÖĞRENCİLER ÖĞRENMEYE NASIL MOTİVE EDİLEBİLİR?”. Atatürk Üniversitesi Edebiyat Fakültesi Dergisi, sy. 66, 2021, ss. 482-05.
Vancouver Bayrakçeken S, Samancı O, Canpolat N, Doymuş K. MOTİVASYON VE BAŞARI: ÖZ BELİRLEME KURAMI TEMELİNDE ÖĞRENCİLER ÖĞRENMEYE NASIL MOTİVE EDİLEBİLİR?. AUEDFD. 2021(66):482-505.