The Predictive Level of Educational Motivation and the Perceived Social Support for School Commitment = Egitimsel Motivasyonun ve Algilanan Sosyal Destegin Okula Bagliligi Yordama Düzeyi

Autor/inn/en	Atmaca, Taner; Koççu, Aylin
Titel	The Predictive Level of Educational Motivation and the Perceived Social Support for School Commitment = Egitimsel Motivasyonun ve Algilanan Sosyal Destegin Okula Bagliligi Yordama Düzeyi
Quelle	In: Educational Administration: Theory & Practice, 25 (2019) 3, S.469-507 (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; türkisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1300-4832
Schlagwörter	Foreign Countries; High School Students; Learner Engagement; Student Motivation; Social Support Groups; Gender Differences; Peer Influence; Academic Persistence; Family Influence; Teacher Influence; Grade 9; Grade 10; Grade 11; Grade 12; Turkey + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulische Motivation; Social support; Soziale Unterstützung; Geschlechterkonflikt; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Türkei
Abstract	In this study, the school engagement of high school students was examined in terms of educational motivation and perceived social support. The data was obtained from 826 secondary school students in Düzce in 2017-2018 academic year. The School Engagement Scale, the Educational Motivation Scale, and the Perceived Social Support Scale were used in the study. T-test, ANOVA, Pearson Correlation Analysis, and Stepwise Multiple Regression were used to analyze the data. According to the findings, there isn't a statistically significant difference between educational motivation and the gender of the students. However, there is a significant difference in the peer support sub-dimension of perceived social support. The peer support average score of female students is higher than that of male students. There is no significant difference in commitment to school when the gender of the students considered. However, the psychological commitment of male students is higher than female students. Also, there is no significant difference in educational motivation among students. There is a significant difference in peer support sub-dimension of perceived social support according to the grades of students. There is also a significant difference in the sub-dimension of psychological commitment in regards to school commitment. Commitment to school amongst 12th-grade students is higher than others. The results of the correlation showed that when educational motivation increases, students' perceived social motivation increases, too. Moreover, there is a positive correlation between perceived social support and school engagement. Furthermore, regression results revealed that social support predicts school commitment. [Note: The page range (469-508) shown via the PDF is incorrect. The correct page range is p469-507.] (As Provided).
Anmerkungen	Pegem Akademi. Mesrutiyet Caddesi Karanfil 2 Sokak No:45 Kizilay, Cankaya, Ankara, 06442, Turkey. e-mail: editor@kuey.net; Web site: http://kuey.net/index.php/kuey/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01