International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289

Original article | Educational Policy Analysis and Strategic Research 2019, Vol. 14(4) 218-236

The Development of Environmental Motivation Scale at Secondary Schools and Analysis of Different Variables of Students' Motivation Towards Environment

Özge Çiçek-Şentürk & Mahmut Selvi

pp. 218 - 236   |  DOI: https://doi.org/10.29329/epasr.2019.220.13   |  Manu. Number: MANU-1906-28-0001.R1

Published online: December 29, 2019  |   Number of Views: 334  |  Number of Download: 939


Abstract

This study aims at developing Secondary School Environment Motivation Scale (SSEMS) in order to analyse the motivations of the students for the environment in terms of gender, grade, socio-economic level. The data were collected from 677 secondary school students to develop the scale and 1775 secondary school students for the survey study. SSEMS was developed as16 items, on three-point likert scale and two dimensions (intrinsic and extrinsic motivation). The results of the research show that the general environmental motivation and intrinsic motivation of female students is significantly higher than the male students. There was no significant difference in the environmental motivation levels of female and male students in terms of extrinsic motivation dimension. When the relationships between the students' grade and their environmental motivations are examined, it is revealed that as their grades increase, all motivation levels (general, intrinsic and extrinsic) of students towards environment decrease. Moreover, there is not substantial correlation between the students' socio-economic levels and general environmental motivations. However, as the socio-economic levels of the students increased, their intrinsic motivation increased significantly, and their extrinsic motivations decreased significantly. The gradual change of intrinsic and extrinsic motivation as to gender, class and socio-economic level is discussed at length in the article.

Keywords: Environment, motivation, the secondary schools, development scale


How to Cite this Article?

APA 6th edition
Cicek-Senturk, O. & Selvi, M. (2019). The Development of Environmental Motivation Scale at Secondary Schools and Analysis of Different Variables of Students' Motivation Towards Environment . Educational Policy Analysis and Strategic Research, 14(4), 218-236. doi: 10.29329/epasr.2019.220.13

Harvard
Cicek-Senturk, O. and Selvi, M. (2019). The Development of Environmental Motivation Scale at Secondary Schools and Analysis of Different Variables of Students' Motivation Towards Environment . Educational Policy Analysis and Strategic Research, 14(4), pp. 218-236.

Chicago 16th edition
Cicek-Senturk, Ozge and Mahmut Selvi (2019). "The Development of Environmental Motivation Scale at Secondary Schools and Analysis of Different Variables of Students' Motivation Towards Environment ". Educational Policy Analysis and Strategic Research 14 (4):218-236. doi:10.29329/epasr.2019.220.13.

References
  1. Acat, M. B., & Demiral, S. (2002). Sources of motivation in learning foreign language in Turkey. Educational Administration in Theory and Practice, 31, 312-329. [Google Scholar]
  2. Acharya, N., & Joshi, S. (2009). Influence of parents' education on achievement motivation of adolescents. Indian Journal Social Science Researches, 6(1), 72-79. [Google Scholar]
  3. Alexander, K. L., Entwisle, D. R., & Bedinger, S. D. (1994). When expectations work: Race and socioeconomic differences in school performance. Social psychology quarterly, 283-299. [Google Scholar]
  4. Altun, S.,& Erden, M. (2006). Öğrenmede motive edici stratejiler ölçeğinin geçerlik ve güvenirlik çalışması [The validity and reliability study of the motivating strategies scale in learning].EDU7, 2(1), 11-16. [Google Scholar]
  5. Ames, C. (1990). Motivation: What teachers need to know. Teachers college record, 91(3), 409-421. [Google Scholar]
  6. Atasoy, E. (2005). Çevre için eğitim: ilköğretim öğrencilerinin çevresel tutum ve çevre bilgisi üzerine bir çalışma. Uludağ Üniversitesi, Bursa. [Google Scholar]
  7. Benabou, R.,& Tirole, J. (2003). Intrinsic and extrinsic motivation. The review of economic studies, 70(3), 489-520.doi: 0034-6527/03/00190489$02.00 [Google Scholar] [Crossref] 
  8. Brouse, C. H., Basch, C. E., LeBlanc, M., McKnight, K. R. & Lei, T. (2010).College students’ academic motivation: Differences by gender, class, and source of payment.College Quarterly, 13, 1-10. [Google Scholar]
  9. Brown, T.A. (2006). Confirmatory factor analysis for applied research. NY, London: The Guilford Press. [Google Scholar]
  10. Büyüköztürk, Ş. (2012).Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem A Yayıncılık. [Google Scholar]
  11. Büyüköztürk, Ş., Akgün, Ö. E., Özkahveci, O., & Demirel, F. (2004). The validity and reliability study of the Turkish version of the motivated strategies for learning questionnaire. Educational Sciences: Theory & Practice, 4(2), 207-239. [Google Scholar]
  12. Çiçek, Ö., & İlhan, N. (2017). Evaluating interest in acids–bases: development of an acid–base interest scale (ABIS) and assessment of pre-service science teachers' interest. Chemistry Education Research and Practice, 18(4), 630-640. [Google Scholar]
  13. Çokluk, Ö., Şekercioglu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları . Ankara: Pegem A Yayıncılık. [Google Scholar]
  14. Deci, E. L. (1972). Intrinsic motivation, extrinsic reinforcement, and inequity. Journal of personality and social psychology, 22(1), 113. [Google Scholar]
  15. Dede, Y.,& Yaman, S. (2008). A questionnaire for motivation toward science learning: A validity and reliability study. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2(1), 19-37. [Google Scholar]
  16. DeVellis, R. F. (2014). Ölçek geliştirme: kuram ve uygulamalar. T. Totan, N. Dilek, & Y. Çağlayan (Ed.). Ankara: Nobel Akademi. [Google Scholar]
  17. Doğan, Y., Saraç, E. ve Çiçek, Ö. (2017). Ortaokul öğrencilerinin çevre sorunlari, nedenleri ve çözümlerine yönelik algilari, International Journal of Eurasia Social Sciences, 8(29), 787-804. [Google Scholar]
  18. El Batri, B., Alami, A., Zaki, M., Nafidi, Y., & Chenfour, D. (2019). Promotion of the environmental knowledge and behavior through the Moroccan syllabus of sciences in the middle school. International Electronic Journal of Elementary Education, 11(4), 371-381.doi: 10.26822/iejee.2019450795 [Google Scholar] [Crossref] 
  19. Erdoğan, M. (2009).Fifth grade students’ environmental literacy and the factors affecting students’ environmentally responsible behaviors. Middle East Technical University, Ankara. [Google Scholar]
  20. Erol, G. H. & Gezer, K. (2006).Prospective of elementary school teachers’ attitudes toward environment and environmental problems. International Journal of Environmental and Science Education. 1(1), 65-77. [Google Scholar]
  21. Erten, S.(2003). By the study of a teachıng model on development of awareness on "garbage reductıon" for the fıfth class students, Journal of Hacettepe University Faculty of Education, 25, 94-103. [Google Scholar]
  22. Eryaman, M. Y., Ozdilek, S. Y., Okur, E., Cetinkaya, Z. & Uygun, S. (2010). A participatory action research study of nature education in nature: Towards community-based eco-pedagogy. International Journal of Progressive Education, 6(3), 53-70. [Google Scholar]
  23. Freedman, M. P. (1997).Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research in Science Teaching, 34(4),343-357.https://doi.org/10.1002/(SICI)1098-2736(199704)34:4<343::AID-TEA5>3.0.CO;2-R [Google Scholar] [Crossref] 
  24. Glynn, S. M.,& Koballa, T. R. (2006). Motivation to learn in college science.  J. J. Mintzes & WH Leonard (Eds.), Handbook of college science teaching (pp. 25-32).. Arlington, VA: NSTA Press.  [Google Scholar]
  25. Grolnick, W. S.,& Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model. Wiley on behalf of the Society for Research in Child Development Child development, 65(1), 237-252.doi: 10.2307/1131378 [Google Scholar] [Crossref] 
  26. Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the assessment of situational intrinsic and extrinsic motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion, 24(3), 175-213. [Google Scholar]
  27. Güven, M. (2013). Relation of motivation and religiosity: An empirical research on the relation of academic motivation and intrinsic religious motivation. Ekev Akademi Dergisi, 17(55), 151-165. [Google Scholar]
  28. Hao, L.,& Bonstead-Bruns, M. (1998). Parent-child differences in educational expectations and the academic achievement of immigrant and native students. Sociology of Education, 71, 175-198. [Google Scholar]
  29. Hu, L. T.,& Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. A Multidisciplinary Journal, 6(1), 1-55.doi: 10.1080/10705519909540118 [Google Scholar] [Crossref] 
  30. İlhan, N., Yıldırım, A., & Sadi-Yılmaz, S. (2012). Kimya motivasyon anketi: geçerlik ve güvenirlik çalışması. Mustafa Kemal University Journal of Social Sciences Institute, 9(18). [Google Scholar]
  31. Kline, R.B. (2010). Principles and Practice of Structural Equation Modeling (2nd ed). New York: Guilford. [Google Scholar]
  32. Kutu, H.,& Sözbilir, M. (2011). Öğretim materyalleri motivasyon anketinin Türkçeye uyarlanması: Güvenirlik ve geçerlik çalışması Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education,5(1), 292-312. [Google Scholar]
  33. Lepola, J. (2004). The role of gender and reading competence in the development of motivational orientations from kindergarten to grade 1. Early Education and Development, 15(2), 215–240. doi:10.1207/s15566935eed1502_5 [Google Scholar] [Crossref] 
  34. Lumsden, L. S. (1994). Student motivation to learn.ERIC Digest, Number 92, Eugene, OR: ERIC Clearinghouse on Educational Management. Retrieved from http://files.eric.ed.gov/fulltext/ED370200.pdf [Google Scholar]
  35. Maya, C. (2001). Factors affecting the achievement motivation of high school students in Manine, Retrieved from: http://www.usm.maine.edu/cepare/pdf/he/factors.  [Google Scholar]
  36. Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation.Journal of School Psychology, 44, 351–373.doi:10.1016/j.jsp.2006.04.004 [Google Scholar] [Crossref] 
  37. Milli Eğitim Bakanlığı (MEB), (2018). [Ministry of National Education] Ankara, Turkey: Retrieved fromhttp://mufredat.meb.gov.tr/Dosyalar/201812312311937-FEN%20B%C4%B0L%C4%B0MLER%C4%B0%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI2018.pdf [Google Scholar]
  38. Özdamar, K. (2016). Eğitim, sağlık ve davranış bilimlerinde ölçek ve test geliştirme yapısal eşitlik modellemesi. Eskişehir: Nisan Kitabevi Yayınları. [Google Scholar]
  39. Özdemir, O. (2010). Doğa deneyimine dayalı çevre eğitiminin ilköğretim öğrencilerinin çevrelerine yönelik algı ve davranışlarına etkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27(27), 125-138. [Google Scholar]
  40. Palmer, D. (2005). A motivational view of constructivist-informed teaching. International Journal of Science Education, 27 (15), 1853-1881.doi: 10.1080/09500690500339654 [Google Scholar] [Crossref] 
  41. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.doi:10.1006/ceps.1999.1020 [Google Scholar] [Crossref] 
  42. Song, I. S.,& Hattie, J. (1984). Home environment, self-concept, and academic achievement: A causal modeling approach. Journal of Educational psychology, 76(6), 1269. [Google Scholar]
  43. Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74. [Google Scholar]
  44. Tabachnick, B. G.,& Fidell, L. S. (2015). Çok değişkenli istatistiklerin kullanımı. (Eds. Baloğlu, M.) Ankara: Nobel Yayın Dağıtım. [Google Scholar]
  45. Tarsus Baş, M.(2010). Evaluation of environmental attitudes of elementary school students. Middle East Technical University, Ankara. [Google Scholar]
  46. Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi.Ankara: Nobel Yayıncılık. [Google Scholar]
  47. Thompson, R. B. (1999). Gender differences in preshoolers’ help-eliciting communication.Journal of Genetic Psychology, 160(3), 357-368.doi: 10.1080/00221329909595405 [Google Scholar] [Crossref] 
  48. Tuan, H. L., Chin, C. C., & Shieh, S. H. (2005).The development of a questionnaire to measure students' motivation towards science learning. International journal of science education, 27(6), 639-654.doi: 10.1080/0950069042000323737 [Google Scholar] [Crossref] 
  49. Uzun, N., Gilbertson, K. L., Keleş, Ö.,& Ratinen, I. (2019). Environmental attitude scale for secondary school, high school and undergraduate students: Validity and reliability study. Journal of Education in Science, Environment and Health, 5(1), 79-90.doi: 10.21891/jeseh.491259 [Google Scholar] [Crossref] 
  50. Uzun, N.,& Keleş, Ö. (2010). Fen öğrenmeye yönelik motivasyonun bazı demografik özelliklere göre değerlendirilmesi. Gazi Eğitim Fakültesi Dergisi, 30(2), 561-584. [Google Scholar]
  51. Vecchione, M., Alessandri, G., & Marsicano, G. (2014). Academic motivation predicts educational attainment: Does gender make a difference?. Learning and Individual Differences, 32, 124-131.doi:dx.doi.org/10.1016/j.lindif.2014.01.003 [Google Scholar] [Crossref] 
  52. Wigfield, A., Eccles, J. S., & Rodriguez, D. (1998). Chapter 3: The development of children’s motivation in school contexts. Review of research in education, 23(1), 73-118. [Google Scholar]
  53. Wolters, C. A.,& Rosenthal, H. (2000). The relation between students’ motivational beliefs and their use of motivational regulation strategies. International Journal of Educational Research, 33(7-8), 801-820. [Google Scholar]
  54. Yaman, S. & Dede, Y.(2007). Öğrencilerin fen ve teknoloji ve matematik dersine yönelik motivasyon düzeylerinin bazı değişkenler açısından incelenmesi. Educational Administration: Theory and Practice, 13(4), 615-638. [Google Scholar]
  55. Yenice, N., Saydam, G., & Telli, S. (2012). İlköğretim öğrencilerinin fen öğrenmeye yönelik motivasyonlarını etkileyen faktörlerin belirlenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(2), 231-247. [Google Scholar]
  56. Yılmaz E. (2007). Ortaöğretimde ingilizce derslerinde öğrenci başarısında motivasyonun rolü: Bartın ili örneği. Zonguldak Karaelmas Üniversitesi, Zonguldak. [Google Scholar]
  57. Yılmaz, H.,& Huyugüzel Çavaş, P. (2007). Reliability and validity study of the Students’ Motivation toward Science Learning (SMTSL) Questionnaire. Elementary Education Online, 6(3), 430-440. [Google Scholar]