Students’ Basic Psychological Needs in Learning Science: The Role of Teacher Autonomy Support and Classmate Support
Yazarlar (3)
Dr. Öğr. Üyesi Gülden Koçak Türkiye
Prof. Dr. Yasemin Taş Atatürk Üniversitesi, Türkiye
Prof. Dr. Sündüs YERDELEN Kafkas Üniversitesi, Türkiye
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Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
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| Dergi Adı | Excellence in Education Journal | ||
| Dergi ISSN | 2474-4166 | ||
| Dergi Tarandığı Indeksler | Journals Indexed in Eric | ||
| Makale Dili | İngilizce | Basım Tarihi | 11-2022 |
| Cilt / Sayı / Sayfa | 11 / 2 / 1–29 | DOI | – |
| Makale Linki | https://www.excellenceineducationjournal.org/wp-content/uploads/2022/11/EEJsummer2022final.pdf | ||
| UAK Araştırma Alanları |
Fen Bilgisi Eğitimi
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| Özet |
| This study examined the predictive effect of students' perceptions of science teacher's autonomy support and classmates' support on their basic psychological needs (i.e., relatedness, autonomy, and competence) in science. 1,018 middle school students from 9 public schools in Turkey completed self-report surveys. Hierarchical multiple regression analyses showed that while controlling for students' gender and previous achievement, both teachers' autonomy support and classmates' support positively predicted students' basic psychological needs and teacher autonomy support emerged as a better predictor than classmates' support. The amount of explained variance was 0.41, 0.38, and 0.33 in the relatedness, autonomy, and competence aspects, respectively. It can be concluded that students tend to feel more autonomous, related, and competent in science classes where science teachers consider their ideas, encourages them ask questions, and give opportunity to make choices about the lesson and |
| Anahtar Kelimeler |
