This study examines the motivation of primary school teachers from the perspective of selfdetermination theory, to identify the variables and factors that affect motivation. The research was conducted using an explanatory mixed design. The qualitative data were collected from 414 teachers from 39 schools covering all districts of Erzurum province through the Multidimensional Job Motivation Scale. Qualitative data were collected from 30 participants through the Teacher Interview Form. Quantitative data were analyzed by t test, and ANOVA test; qualitative data were analyzed by content analysis. The results indicate that teachers' intrinsic motivation is higher than their extrinsic motivation. Moreover, teacher motivation varies in terms of gender, age, seniority year, class size, and settlement. More extrinsic motivation factors were found than intrinsic; the external factors are mostly negative, while internal factors are mostly positive. The most significant positive motivational factor is students, and the key factor decreasing motivation is class crowding. Future studies could collect more comprehensive results from a larger sample group that includes all types of schools.

In this study, the aim was to determine the motivation levels of primary school fourth grade students with regard to their homework, and whether their motivations differ in terms of some variables. The sample used in the study, conducted using a survey method, consists of 256 students studying in schools in the province of Erzurum of the Republic of Turkey. The data of the study were collected using a ‘Homework Motivation Scale’. Data were analysed using descriptive statistical techniques, a t-test and a one-way analysis of variance test. It was seen that the internal and external motivations of the students differed with regard to intrinsic motivation. In addition, it was seen that students' autonomous motivations differed with regard to those who have someone who helps them with homework. Students' intrinsic motivation is higher than their external motivation. It is thought that this will contribute to students completing their homework successfully. Keywords: Homework, motivation, primary school.

Vahit Ağa YILDIZ 1 , Özlem BAYDAŞ ÖNLÜ 2 , Yüksel GÖKTAŞ 3 Öz: ARCS motivasyon modelinin eğitimsel kullanımına ilişkin uygulamalı makalelerin hem yöntemsel hem de içeriksel eğilimlerini belirlemeyi amaçlayan bu çalışmada, döküman analizi yöntemi kullanılmıştır. Çalışmada, Web of Science, ERIC, SCOPUS, ULAKBİM ve Google Scholar'da dizinlenen dergilerdeki 128 uygulamalı makale incelenmiş ve elektronik ortamda oluşturulan formla sınıflandırılmıştır. Çalışmalar Google Formlar ve Microsoft Excel programları kullanılarak içerik analizi yöntemiyle çözümlenmiştir. Çalışmada makalelerinin çoğunluğunun Web of Science'da dizinlenen dergilerden elde edildiği; en sık 2018 yılında yayın yapıldığı; en fazla sayıda makalenin Computers & Education dergisinde yayınlandığı; bilgisayar destekli/web tabanlı eğitim alanında sıklıkla çalışıldığı; en sık nicel yöntemin tercih edildiği; veri toplama aracı olarak en yaygın motivasyon anketi/ölçeği veya envanterinin kullanıldığı; örneklem grubu olarak sıklıkla üniversite öğrencilerinin tercih edildiği; veri analiz tekniğinde ise en yaygın olarak t testinin kullanıldığı belirlenmiştir.