BibTex RIS Kaynak Göster

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Yıl 2015, Cilt: 14 Sayı: 4, 1307 - 1326, 15.06.2015

Esma Çolak İlker Cırık

https://doi.org/10.17051/io.2015.08906
Cited By: 4

Öz

This study investigated the relationships between the motivation, gender, grade level and academic achievement using adapted Intrinsic and Extrinsic Motivation Scale (IEMS). The survey method was used in the research. The sample consists of 994 secondary school students in Istanbul during the 2013-2014 academic year. Data was analyzed through confirmatory factor analysis and MANOVA. The findings indicated that the IEMS was a valid and reliable scale for determining the motivation orientations of secondary school students. It was found that the extrinsic motivation scores differ significantly with respect to grade level, while the intrinsic motivation scores showed significant differences according to gender, grade level and academic achievement. An analysis of the gender and grade level variables revealed significant differences in the intrinsic motivation scores. The findings of the study are discussed based on the literature

Anahtar Kelimeler

intrinsic motivation extrinsic motivation academic achievement scale adaptation

Kaynakça

  • Almeida, G., Valentini, N.C., & Berleze, A. (2009). Perceptions of competence in a study with children and adolescents from elementary school. Movimento, 15(1), 1-21.
  • Areepattamannil, S., Freeman, J.G., & Klinger, D.A. (2011). Intrinsic motivation, extrinsic motivation, and academic achievement among Indian adolescents in Canada and India. Social Psychology of Education, 14(3), 427-439.
  • Ayub, N. (2010). Effect of intrinsic and extrinsic motivation on academic performance. Pakistan Business Review, 1-2(2), 363-372.
  • Bentler, P.M. (1980). Multivariate analysis with latent variables: Causal modeling. Ann. Rev. Psychol., 31, 419-456.
  • Broussard, S.C. (2002). The relationship between classroom motivation and academic achievement in first and third graders. Unpublished master thesis. Louisiana State University.
  • Broussard, S.C. & Garrison, M.E.B. (2004). The relationship between classroom motivation and academic achievement in elementary school-aged children. Family and Consumer Sciences Research Journal, 33(2),106-120.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
  • Corpus, J.H., McClintic-Gilbert, M.S., & Hayenga, A.O. (2006). Understanding intrinsic and extrinsic motivation: Age differences and links to children’s beliefs and goals. Poster presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
  • Corpus, J.H. & Wormington, S.V. (2014). Profiles of intrinsic and extrinsic motivations in elementary school: A longitudinal analysis. The Journal of Experimental Education, 82(4), 480-501.
  • Deci, E.L., Vallerand, R.J., Pelletier, L.G., & Ryan, R.M. (1991). Motivation and education: The self-determination perspective. The Educational Psychologist, 26, 325-346.
  • Digelidis, N. & Papaioannou, A. (1999). Age-group differences in intrinsic motivation, goal orientations and perceptions of athletic competence, physical appearance and motivational climate in Greek physical education. Scandinavian Journal of Medicine & Science in Sports, 9, 375-380.
  • Eccles, J.S. & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
  • Eymur, G. ve Geban, Ö. (2011). An investigation of the relationship between motivation and academic achievement of pre-service chemistry teachers. Science and Education, 36(161), 246-255.
  • Fraenkel, J.R. & Wallen, N.E. (2009). How to design and evaluate research in education. NY: McGraw-Hill.
  • Gillet, N., Vallerand, R.J., & Lafrenière, M.A.K. (2012). Intrinsic and extrinsic school motivation as a function of age: The mediating role of autonomy support. Social Psychology of Education: An International Journal, 15, 77-95.
  • Gottfried, A.E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77(6), 631-645.
  • Gottfried, A.E., Fleming, J.S., & Gottfried, A.W. (1994). Role of parental motivational practices in children’s intrinsic motivation and achievement. Journal of Educational Psychology, 86(1), 104-113.
  • Göçer, F., Sungur, S. ve Tekkaya, C. (2011). Investigating elemantary school students’ motivational traits in science classrooms. Education and Science, 36(161), 76-84.
  • Graham, S., & Weiner, B. (1996). Theories and principles of motivation. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp.63-84). New York: Prentice Hall International.
  • 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.
  • Güvenç, E. ve Güvenç, H. (2014). İlköğretim matematik ile fen ve teknoloji öğretmenlerinin sınıf yönetim biçemleri ve özerklik desteği algıları. E-Journal of New World Sciences Academy, 9(3), 311-322.
  • Hambleton, R.K. & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), pp:1-30.
  • Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17(3), 300-312.
  • Kline, R.B. (2011). Principles and practice of structural equation modeling. NY: Guilford Press.
  • Lai, P.Y., Chan, K.W., & Wong, K.Y.A. (2006). A study of intrinsic motivation, achievement goals and study strategies of Hong Kong Chinese secondary students. [Online] Retrieved on 22-October-2014, at http://www.aare.edu.au/data/publications/2006/lai06321.pdf
  • Lai, E.R. (2011). “Motivation: A Literature Review Research Report.” [Online] Retrieved on 15-September-2014, at http://images.pearsonassessments.com/images/tmrs/Motivation_Review_final.pdf
  • Lemos, M.S. & Verissimo, L. (2014). The relationships between intrinsic motivation, extrinsic motivation, and achievement, along elementary school. Procedia-Social and Behavioral Sciences, 112(7), 930-938.
  • Lepper, M.R., Sethi, S., Dialdin, D., & Drake, M. (1997). Intrinsic and extrinsic motivation: A developmental perspective. In S.S. Luthar, J.A. Burack, D. Cicchetti, & J.R. Weisz (Eds.), Developmental psychopathology: Perspectives on adjustment, risk, and disorder (pp.23-50). New York: Cambridge University Press.
  • Lepper, M.R., Corpus, J.H., & Iyengar, S.S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184-196.
  • Linnenbrink, E.A. & Pintrich, P.R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313-327.
  • Lumsden, L.S. (1994). Student motivation to learn. [Online] Retrieved on 24-October-2014, at http://files.eric.ed.gov/fulltext/ED370200.pdf
  • Hoskins, S.L. & Newstead, S.E. (2009). Encouraging student motivation. In H. Fry, S. Ketteridge, & S. Marshall (Eds.), A Handbook for teaching and learning in higher education: Enhancing academic practice (pp.27-39). New York: Taylor & Francis.
  • Niebuhr, K. (1995). The effect of motivation on the relationship of school climate, family environment, and student characteristics to academic achievement. [Online] Retrieved on 18-November-2014, at http://files.eric.ed.gov/fulltext/ED393202.pdf
  • Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71, 225-242.
  • Othman, N. & Leng, K.B. (2011). The relationship between self-concept, intrinsic motivation, self-determination and academic achievement among Chinese primary school students. International Journal of Psychological Studies, 3(1), 90-98.
  • Otis, N., Grouzet, F.M.E., & Pelletier, L.G. (2005). Latent motivational change in an academic setting: A 3-year longitudinal study. Journal of Educational Psychology, 97, 170-183.
  • Parker, J.C. (2007). Gender diferences in the motivation to learn. Unpublished master thesis. Faculty of The Evergreen State College.
  • Renchler, R. (1992). Student motivation, school culture, and academic achievement: What school leaders can do? ERIC Clearinghouse on Educational Management.
  • Rusillo, M.T.C. & Airas, P.F.C. (2004). Gender differences in academic motivation of secondary school children. Electronic Journal of Research in Educational Psychology and Psychopedagogy, 2(1), 97-112.
  • Ryan, R.M. & Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Stevens, J. (2009). Applied Multivariate Statistics for the Social Sciences. New York: Taylor & Francis Group.
  • Sun, H. & Chen, A. (2010). An examination of sixth graders’ self-determined motivation and learning in physical education. Journal of Teaching in Physical Education, 29, 262-277.
  • Şimşek, Ö.F. (2007). Yapısal Eşitlik Modellemesine Giriş: Temel İlkeler ve Lisrel Uygulamaları Ankara: Ekinoks Yayınevi.
  • Tariq, S., Hussain, S., & Mahmood, S. (2011). The relationship between intrinsic motivation and academic achievement of male and female students at university level in Pakistan: A case study. Journal of Education and Vocational Research, 2(5), 154-161.
  • Vallerand, R.J., Pelletier, L.G., Blais, M.R., Briere, M.N., Senecal, C., & Vallieres, E.F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003-1017.
  • Vallerand, R.J. (2004). Intrinsic and extrinsic motivation in sport. Encyclopedia of Applied Psychology, 2, 427-435.
  • Wigfield, A., Battle, A., Keller, L.B., & Eccles, J.S. (2002). Sex differences in motivation, self-concept, career aspiration and career choice: Implications for cognitive development. In A.V. McGillicuddy-DeLisi & R. DeLisi (Eds.), Biology, sociology, and behavior: The development of sex differences in cognition (pp.93-126). Greenwich: Ablex.
  • Yazıcı, H. ve Altun, F. (2013). Üniversite öğrencilerinin içsel ve dışsal motivasyon kaynakları ile akademik başarıları arasındaki ilişki. The Journal of Academic Social Science Studies, 6(6), 1241-1256.
  • Yerlikaya, İ. (2014). İlkokul ve ortaokul öğrencilerinin eğitime ilişkin motivasyonlarının çeşitli değişkenler açısından incelenmesi. Tarih Okulu Dergisi (TOD). 7(XIX),773-795.
  • Yıldız, M. (2013). Okuma motivasyonu, akıcı okuma ve okuduğunu anlamanın beşinci sınıf öğrencilerinin akademik başarılarındaki rolü. International Periodical For The Languages, Literature and History of Turkish or Turkic. 8(4), 1461-1478.

Ortaokul Öğrencilerinin Motivasyon Kaynaklarının İncelenmesi

Yıl 2015, Cilt: 14 Sayı: 4, 1307 - 1326, 15.06.2015

Esma Çolak İlker Cırık

https://doi.org/10.17051/io.2015.08906
Cited By: 4

Öz

Bu araştırmada, İçsel-Dışsal Motivasyon Ölçeğinin (İDMÖ) uyarlanması ve uyarlanan ölçek aracılığıyla içsel ve dışsal motivasyonun, cinsiyet, öğrenim düzeyi ve akademik başarı ile ilişkisinin belirlenmesi amaçlanmıştır. Tarama yöntemi kullanılan araştırmaya, 2013-2014 öğretim yılında, İstanbul ili Kağıthane ve Küçükçekmece ilçelerinde öğrenim gören 994 (birinci çalışma grubu 535 + ikinci çalışma grubu 459) ortaokul öğrencisi katılmıştır. Verilerin çözümlenmesinde, doğrulayıcı faktör analizi, Pearson Korelasyon Katsayısı, Cronbach Alfa Katsayısı ve MANOVA kullanılmıştır. Uyarlama çalışmasından elde edilen bulgular, ölçeğin, ortaokul öğrencilerinin motivasyon kaynaklarını belirlemek için dilsel eşdeğerliğe sahip, geçerli ve güvenilir bir ölçme aracı olduğunu göstermiştir. Araştırmada, dışsal motivasyon puanlarının öğrenim düzeyine göre; içsel motivasyon puanlarının ise cinsiyet, öğrenim ve akademik başarı düzeyine göre anlamlı farklılık gösterdiği belirlenmiştir. Cinsiyet ve öğrenim düzeyi değişkenleri birlikte ele alındığında içsel motivasyon puanlarının anlamlı farklılık gösterdiği saptanmıştır. Bulgular alan yazın ışığında tartışılmıştır.

Anahtar Kelimeler

içsel motivasyon dışsal motivasyon akademik başarı ölçek uyarlama

Kaynakça

  • Almeida, G., Valentini, N.C., & Berleze, A. (2009). Perceptions of competence in a study with children and adolescents from elementary school. Movimento, 15(1), 1-21.
  • Areepattamannil, S., Freeman, J.G., & Klinger, D.A. (2011). Intrinsic motivation, extrinsic motivation, and academic achievement among Indian adolescents in Canada and India. Social Psychology of Education, 14(3), 427-439.
  • Ayub, N. (2010). Effect of intrinsic and extrinsic motivation on academic performance. Pakistan Business Review, 1-2(2), 363-372.
  • Bentler, P.M. (1980). Multivariate analysis with latent variables: Causal modeling. Ann. Rev. Psychol., 31, 419-456.
  • Broussard, S.C. (2002). The relationship between classroom motivation and academic achievement in first and third graders. Unpublished master thesis. Louisiana State University.
  • Broussard, S.C. & Garrison, M.E.B. (2004). The relationship between classroom motivation and academic achievement in elementary school-aged children. Family and Consumer Sciences Research Journal, 33(2),106-120.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
  • Corpus, J.H., McClintic-Gilbert, M.S., & Hayenga, A.O. (2006). Understanding intrinsic and extrinsic motivation: Age differences and links to children’s beliefs and goals. Poster presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
  • Corpus, J.H. & Wormington, S.V. (2014). Profiles of intrinsic and extrinsic motivations in elementary school: A longitudinal analysis. The Journal of Experimental Education, 82(4), 480-501.
  • Deci, E.L., Vallerand, R.J., Pelletier, L.G., & Ryan, R.M. (1991). Motivation and education: The self-determination perspective. The Educational Psychologist, 26, 325-346.
  • Digelidis, N. & Papaioannou, A. (1999). Age-group differences in intrinsic motivation, goal orientations and perceptions of athletic competence, physical appearance and motivational climate in Greek physical education. Scandinavian Journal of Medicine & Science in Sports, 9, 375-380.
  • Eccles, J.S. & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
  • Eymur, G. ve Geban, Ö. (2011). An investigation of the relationship between motivation and academic achievement of pre-service chemistry teachers. Science and Education, 36(161), 246-255.
  • Fraenkel, J.R. & Wallen, N.E. (2009). How to design and evaluate research in education. NY: McGraw-Hill.
  • Gillet, N., Vallerand, R.J., & Lafrenière, M.A.K. (2012). Intrinsic and extrinsic school motivation as a function of age: The mediating role of autonomy support. Social Psychology of Education: An International Journal, 15, 77-95.
  • Gottfried, A.E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77(6), 631-645.
  • Gottfried, A.E., Fleming, J.S., & Gottfried, A.W. (1994). Role of parental motivational practices in children’s intrinsic motivation and achievement. Journal of Educational Psychology, 86(1), 104-113.
  • Göçer, F., Sungur, S. ve Tekkaya, C. (2011). Investigating elemantary school students’ motivational traits in science classrooms. Education and Science, 36(161), 76-84.
  • Graham, S., & Weiner, B. (1996). Theories and principles of motivation. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp.63-84). New York: Prentice Hall International.
  • 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.
  • Güvenç, E. ve Güvenç, H. (2014). İlköğretim matematik ile fen ve teknoloji öğretmenlerinin sınıf yönetim biçemleri ve özerklik desteği algıları. E-Journal of New World Sciences Academy, 9(3), 311-322.
  • Hambleton, R.K. & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), pp:1-30.
  • Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17(3), 300-312.
  • Kline, R.B. (2011). Principles and practice of structural equation modeling. NY: Guilford Press.
  • Lai, P.Y., Chan, K.W., & Wong, K.Y.A. (2006). A study of intrinsic motivation, achievement goals and study strategies of Hong Kong Chinese secondary students. [Online] Retrieved on 22-October-2014, at http://www.aare.edu.au/data/publications/2006/lai06321.pdf
  • Lai, E.R. (2011). “Motivation: A Literature Review Research Report.” [Online] Retrieved on 15-September-2014, at http://images.pearsonassessments.com/images/tmrs/Motivation_Review_final.pdf
  • Lemos, M.S. & Verissimo, L. (2014). The relationships between intrinsic motivation, extrinsic motivation, and achievement, along elementary school. Procedia-Social and Behavioral Sciences, 112(7), 930-938.
  • Lepper, M.R., Sethi, S., Dialdin, D., & Drake, M. (1997). Intrinsic and extrinsic motivation: A developmental perspective. In S.S. Luthar, J.A. Burack, D. Cicchetti, & J.R. Weisz (Eds.), Developmental psychopathology: Perspectives on adjustment, risk, and disorder (pp.23-50). New York: Cambridge University Press.
  • Lepper, M.R., Corpus, J.H., & Iyengar, S.S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184-196.
  • Linnenbrink, E.A. & Pintrich, P.R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313-327.
  • Lumsden, L.S. (1994). Student motivation to learn. [Online] Retrieved on 24-October-2014, at http://files.eric.ed.gov/fulltext/ED370200.pdf
  • Hoskins, S.L. & Newstead, S.E. (2009). Encouraging student motivation. In H. Fry, S. Ketteridge, & S. Marshall (Eds.), A Handbook for teaching and learning in higher education: Enhancing academic practice (pp.27-39). New York: Taylor & Francis.
  • Niebuhr, K. (1995). The effect of motivation on the relationship of school climate, family environment, and student characteristics to academic achievement. [Online] Retrieved on 18-November-2014, at http://files.eric.ed.gov/fulltext/ED393202.pdf
  • Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71, 225-242.
  • Othman, N. & Leng, K.B. (2011). The relationship between self-concept, intrinsic motivation, self-determination and academic achievement among Chinese primary school students. International Journal of Psychological Studies, 3(1), 90-98.
  • Otis, N., Grouzet, F.M.E., & Pelletier, L.G. (2005). Latent motivational change in an academic setting: A 3-year longitudinal study. Journal of Educational Psychology, 97, 170-183.
  • Parker, J.C. (2007). Gender diferences in the motivation to learn. Unpublished master thesis. Faculty of The Evergreen State College.
  • Renchler, R. (1992). Student motivation, school culture, and academic achievement: What school leaders can do? ERIC Clearinghouse on Educational Management.
  • Rusillo, M.T.C. & Airas, P.F.C. (2004). Gender differences in academic motivation of secondary school children. Electronic Journal of Research in Educational Psychology and Psychopedagogy, 2(1), 97-112.
  • Ryan, R.M. & Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74.
  • Stevens, J. (2009). Applied Multivariate Statistics for the Social Sciences. New York: Taylor & Francis Group.
  • Sun, H. & Chen, A. (2010). An examination of sixth graders’ self-determined motivation and learning in physical education. Journal of Teaching in Physical Education, 29, 262-277.
  • Şimşek, Ö.F. (2007). Yapısal Eşitlik Modellemesine Giriş: Temel İlkeler ve Lisrel Uygulamaları Ankara: Ekinoks Yayınevi.
  • Tariq, S., Hussain, S., & Mahmood, S. (2011). The relationship between intrinsic motivation and academic achievement of male and female students at university level in Pakistan: A case study. Journal of Education and Vocational Research, 2(5), 154-161.
  • Vallerand, R.J., Pelletier, L.G., Blais, M.R., Briere, M.N., Senecal, C., & Vallieres, E.F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003-1017.
  • Vallerand, R.J. (2004). Intrinsic and extrinsic motivation in sport. Encyclopedia of Applied Psychology, 2, 427-435.
  • Wigfield, A., Battle, A., Keller, L.B., & Eccles, J.S. (2002). Sex differences in motivation, self-concept, career aspiration and career choice: Implications for cognitive development. In A.V. McGillicuddy-DeLisi & R. DeLisi (Eds.), Biology, sociology, and behavior: The development of sex differences in cognition (pp.93-126). Greenwich: Ablex.
  • Yazıcı, H. ve Altun, F. (2013). Üniversite öğrencilerinin içsel ve dışsal motivasyon kaynakları ile akademik başarıları arasındaki ilişki. The Journal of Academic Social Science Studies, 6(6), 1241-1256.
  • Yerlikaya, İ. (2014). İlkokul ve ortaokul öğrencilerinin eğitime ilişkin motivasyonlarının çeşitli değişkenler açısından incelenmesi. Tarih Okulu Dergisi (TOD). 7(XIX),773-795.
  • Yıldız, M. (2013). Okuma motivasyonu, akıcı okuma ve okuduğunu anlamanın beşinci sınıf öğrencilerinin akademik başarılarındaki rolü. International Periodical For The Languages, Literature and History of Turkish or Turkic. 8(4), 1461-1478.
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Esma Çolak

İlker Cırık

Yayımlanma Tarihi 15 Haziran 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 14 Sayı: 4

Kaynak Göster

APA Çolak, E., & Cırık, İ. (2015). Ortaokul Öğrencilerinin Motivasyon Kaynaklarının İncelenmesi. İlköğretim Online, 14(4), 1307-1326. https://doi.org/10.17051/io.2015.08906
AMA Çolak E, Cırık İ. Ortaokul Öğrencilerinin Motivasyon Kaynaklarının İncelenmesi. İOO. Kasım 2015;14(4):1307-1326. doi:10.17051/io.2015.08906
Chicago Çolak, Esma, ve İlker Cırık. “Ortaokul Öğrencilerinin Motivasyon Kaynaklarının İncelenmesi”. İlköğretim Online 14, sy. 4 (Kasım 2015): 1307-26. https://doi.org/10.17051/io.2015.08906.
EndNote Çolak E, Cırık İ (01 Kasım 2015) Ortaokul Öğrencilerinin Motivasyon Kaynaklarının İncelenmesi. İlköğretim Online 14 4 1307–1326.
IEEE E. Çolak ve İ. Cırık, “Ortaokul Öğrencilerinin Motivasyon Kaynaklarının İncelenmesi”, İOO, c. 14, sy. 4, ss. 1307–1326, 2015, doi: 10.17051/io.2015.08906.
ISNAD Çolak, Esma - Cırık, İlker. “Ortaokul Öğrencilerinin Motivasyon Kaynaklarının İncelenmesi”. İlköğretim Online 14/4 (Kasım 2015), 1307-1326. https://doi.org/10.17051/io.2015.08906.
JAMA Çolak E, Cırık İ. Ortaokul Öğrencilerinin Motivasyon Kaynaklarının İncelenmesi. İOO. 2015;14:1307–1326.
MLA Çolak, Esma ve İlker Cırık. “Ortaokul Öğrencilerinin Motivasyon Kaynaklarının İncelenmesi”. İlköğretim Online, c. 14, sy. 4, 2015, ss. 1307-26, doi:10.17051/io.2015.08906.
Vancouver Çolak E, Cırık İ. Ortaokul Öğrencilerinin Motivasyon Kaynaklarının İncelenmesi. İOO. 2015;14(4):1307-26.

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