Rapport, motivation, participation, and perceptions of learning in U.S. and Turkish student classrooms: a replication and cultural comparison

Frisby, Brandi N.; Slone, Amanda; Bengu, Elif

doi:10.1080/03634523.2016.1208259

Cited by 21 publications

(17 citation statements)

References 45 publications

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“…According to sociocultural perspective, there might be variations in defining, conceptualizing and measuring student engagement with respect to different cultural backgrounds. These findings are consistent with the contemporary researchers focusing on the role of cultural background within students' learning and engagement (Frisby, Slone and Bengu, 2016;Louie, Wang, Fung and Lau, 2015).…”

Section: Extended Abstractsupporting

confidence: 80%

Derse Bağlanma Üzerine Sosyokültürel Bir İnceleme

Arslan¹,

Uluhan²,

Can³

et al. 2017

HUJE

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ÖZ: Bağlanma en yalın haliyle öğrenenin ilgili derse ilişkin öğrenme etkinliklerini istekli biçimde, bir başka ifadeyle keyif alarak sürdürmesi olarak tanımlanabilir. Bağlanma ile ilişkilendirilen önemli bir özellik öğrenme ortamının sosyal yapısıdır. Bu düşünceye göre, öğrenme ortamında gerçekleşen sosyal etkileşimin niteliği bağlanma durumunun önemli bir belirleyicisidir. Araştırmada bu bakışla lise öğrencilerinin derse bağlanma durumları okulun sosyal iklimi, sınıfın sosyal çevresi, yalnızlık, derse ilişkin tutum, okula ilişkin tutum ve akademik başarı ortalaması çerçevesinde ve İngilizce dersi bağlamında incelenmektedir. Veri toplama paketinde Derse Katılım Envanteri, Okulun Sosyal İklimi Ölçeği, Sınıfın Sosyal Çevresini Algılama Ölçeği, UCLA Yalnızlık Ölçeği Kısa Formu; ayrıca araştırmacılar tarafından geliştirilen İngilizce dersine ve okula ilişkin tutum ölçekleri yer almaktadır. Katılımcılar 2015-16 bahar yarıyılında eğitimine 9, 10, 11 ve 12. sınıflarda devam etmekte olan 734 lise öğrencisinden oluşmaktadır. Elde edilen veriler üzerinde betimsel istatistikler, Pearson momentler çarpımı katsayıları, çoklu doğrusal ve aşamalı regresyon analizleri yürütülmüştür. Araştırma sonuçlarına göre, sınıfın sosyal çevresi, İngilizce dersine ilişkin tutum, okulun sosyal iklimi ve akademik başarı ortalaması birlikte bağlanma durumu üzerindeki varyansın %54'ünü açıklamaktadır. Bağlanma durumu en çok sınıfın sosyal çevresine ilişkin algılar tarafından yordanmaktadır. Anahtar sözcükler: Bağlanma, sınıfın sosyal çevresi, okulun sosyal iklimi, yalnızlık, lise öğrencisi ABSTRACT: Engagement occurs when students are inherently eager to pursue a course. Many factors might influence student engagement. From a sociocultural perspective, one such factor might be the classroom social environment. From this point of view, the purpose of this study is to investigate the relationships between student engagement, school social climate, classroom social environment, loneliness, attitudes toward English course, attitudes toward the school and the grade point average. The instrument includes the scales of classroom engagement, school social climate, perceptions of classroom social environment, short form of the UCLA loneliness, attitudes toward English course and school. The data were collected from 734 high school students of 9, 10, 11 and 12 th grades in 2015-16. The results indicated that perceptions of classroom social environment, attitudes toward English course, school social climate and grade point average significantly predicted student engagement. Furthermore, perceptions of classroom social environment explained the highest proportion of variance in student engagement.

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Section: Extended Abstractsupporting

confidence: 80%

Derse Bağlanma Üzerine Sosyokültürel Bir İnceleme

Arslan¹,

Uluhan²,

Can³

et al. 2017

HUJE

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“…Because of this, we believe it is imperative that instructional communication research from the past is replicated. However, a lack of replication research has been published in instructional communication (e.g., Frisby, Slone, & Bengu, 2017). Without replication, our field runs the risk of generalizing findings and forwarding knowledge claims built on an unstable, unreproducible foundation.…”

mentioning

confidence: 99%

Do we know what we think we know? On the importance of replication in instructional communication research

Kaufmann

Tatum

2017

Communication Education

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communication boundaries. This study demonstrates how using quantitative and qualitative data provides a deeper understanding of student perceptions of instructors' Twitter use. Calling for greater use of mixed methods research does not diminish the value of solely quantitative, qualitative, or critical studies. However, instructional communication researchers should consider incorporating both quantitative data and voices of students and educators in changing areas of instructional communication research (e.g., instructional technology). The inclusion of student and educator voices in studies that may otherwise only provide quantitative analysis may provide researchers with a clearer understanding of students' perceptions, which can be crucial when considering future research. Thus, in the next five years, researchers may want to consider ways (e.g., including open-ended questions in surveys, providing surveys to members of focus groups) to incorporate and integrate both qualitative and quantitative data into their studies.

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“…This was decided partly because of the lack of preparedness of the students, as well as due to time concerns. In addition, students in this cultural context are not familiar with evaluating each other's performance (Frisby, Slone, & Bengu, 2017) and they see no point doing that. As Thompson et al (2007) have also mentioned, students do not see this as "a professional development experience" and they tend to give the same grade to their peers.…”

Section: Limitationsmentioning

confidence: 99%

“…In their 2017 study, Frisby, Slone, and Bengu highlighted that the application of instructional methods can show cultural differences and as a result of that students and instructors may view the teaching and learning process differently. Turkey scores high on power distance, which is one of the independent dimensions of the culture that was identified by Hofstede (as cited in Frisby, Slone, & Bengu, 2017). In cultures with a high power distance, power is centralized and there is a strict hierarchical order (Frisby et al, 2017).…”

Section: Introductionmentioning

confidence: 97%

“…Turkey scores high on power distance, which is one of the independent dimensions of the culture that was identified by Hofstede (as cited in Frisby, Slone, & Bengu, 2017). In cultures with a high power distance, power is centralized and there is a strict hierarchical order (Frisby et al, 2017). Research shows that the Turkish higher education system has the elements of traditional  Assistant Professor, School of Educational Science, Abdullah G l University, Kayseri,Turkey,38080. authoritative culture (Tatar, 2005;Yıldırım, 2006;Topbaş, 2013).…”

Section: Introductionmentioning

confidence: 99%

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AJE

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Mission ATINER is a World Non-Profit Association of Academics and Researchers based in Athens. ATINER is an independent Association with a Mission to become a forum where Academics and Researchers from all over the world can meet in Athens, exchange ideas on their research and discuss future developments in their disciplines, as well as engage with professionals from other fields. Athens was chosen because of its long history of academic gatherings, which go back thousands of years to Plato's Academy and Aristotle's Lyceum. Both these historic places are within walking distance from ATINER"s downtown offices. Since antiquity, Athens was an open city. In the words of Pericles, Athens"…is open to the world, we never expel a foreigner from learning or seeing". ("Pericles" Funeral Oration", in Thucydides, The History of the Peloponnesian War). It is ATINER"s mission to revive the glory of Ancient Athens by inviting the World Academic Community to the city, to learn from each other in an environment of freedom and respect for other people"s opinions and beliefs. After all, the free expression of one"s opinion formed the basis for the development of democracy, and Athens was its cradle. As it turned out, the Golden Age of Athens was in fact, the Golden Age of the Western Civilization. Education and (Re)searching for the "truth" are the pillars of any free (democratic) society. This is the reason why Education and Research are the two core words in ATINER"s name.

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Rapport, motivation, participation, and perceptions of learning in U.S. and Turkish student classrooms: a replication and cultural comparison

Cited by 21 publications

References 45 publications

Derse Bağlanma Üzerine Sosyokültürel Bir İnceleme

Derse Bağlanma Üzerine Sosyokültürel Bir İnceleme

Do we know what we think we know? On the importance of replication in instructional communication research

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