Academic Motivation Levels of Secondary School Students and Their Attitudes Towards a Social Studies Course

Abstract

The present study aims to reveal the motivation levels of secondary school students and their attitudes towards a Social Studies course. This study employed a mixed method approach. The quantitative data were collected through the use of an "Academic Motivation Scale" and an "Attitude Scale for a Social Studies Course". The qualitative data were obtained through a structured interview. Four hundred and forty-three secondary school students participated in the quantitative part of the study, while fourty-five secondary school students participated in the qualitative part of the study. The results of the quantitative section are given in two separate parts: a motivation scale, and an attitude scale. A significant difference was observed in the introjected regulation levels of male secondary school students. The scores for identified regulation and motivation were in favor of female students. There was no difference in the motivation scores according to the socio-economic levels of the students. However, the motivation levels of the students decreased as the grade level increased. The attitudes of participants towards the Social Studies course did not differ according to both gender and grade level of the participants. According to the school variable, a difference was observed between schools with a low socio-economic status and those with high socio-economic status. The qualitative data revealed a majority of students had positive attitudes towards the Social Studies course. Furthermore, the factors that enhance student motivation towards the Social Studies course were found to be related to the study of History, having an interest in the course, and the way the course is taught.

Investigation of the Relationship between Middle School Students’ Motivation and Attitudes toward Social Studies

“…A literature survey revealed that only a few studies in the field of social studies share a similar focus with the current study (Çağlar, 2022;Faiz & Karasu-Avcı, 2020;Fırat, 2019). Çağlar (2022) observed a significant relationship between middle school students' attitudes toward the social studies course and their motivation in this course.…”

Factors Characterizing Students Attitude Toward Learning Social Studies: An Exploratory Factor Analysis

“…1) Students' attitudes in learning different areas under social studies are the first factor that explains 8.281 percent of the variance. In their 2020 study, Melike Faiz and colleagues found that students have an increased motivation and attitude towards social studies instruction when it connects to the "study of history, having an interest in the course, and the way the course is taught" (Faiz, 2020). These are all indications that students' attitudes to learning history give them the tools to analyze and explain problems in the past.…”

Attitude-Behavior Relation and Language Use: Chinese-English Code-Switching and Code-Mixing Among Chinese Undergraduate Students

“…Attitudes cannot be observed directly but must be inferred and assessed from observable responses or behavior (see Proctor & Capaldi, 2012; Salma et al, 2020; Somblingo & Alieto, 2020). To elicit observable responses, researchers can use direct methods and presentation of stimuli such as questionnaires and interviews aimed at revealing individuals’ reactions toward particular objects (Faiz & Karasu Avcı, 2020; Gupta & Moradi, 2015; Nukapangu, 2020). The present article links sociolinguistics and social psychology, combining the study of CS and attitude to enable further insights about the intricate relationship between attitudes and behavior.…”