Analysis of Motivational Action Conflict Frequency of Turkish High School Students in Terms of Value Orientation

Autor/inn/en	Çaliskan, Hüseyin; Karademir, Çagla; Aksin, Alpay
Titel	Analysis of Motivational Action Conflict Frequency of Turkish High School Students in Terms of Value Orientation
Quelle	In: International Journal of Psychology and Educational Studies, 7 (2020) 3, S.46-57 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9378
Schlagwörter	Foreign Countries; High School Students; Well Being; Achievement; Values; Student Attitudes; Leisure Time; Conflict; Correlation; Academic Achievement; Gender Differences; Study Habits; Institutional Characteristics; Instructional Program Divisions; Student Behavior; Student Motivation; Turkey + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Well-being; Wellness; Wohlbefinden; Performance; Leistung; Wertbegriff; Schülerverhalten; Freizeit; Konflikt; Korrelation; Schulleistung; Geschlechterkonflikt; Study behavior; Study behaviour; Studienverhalten; Student behaviour; Schulische Motivation; Türkei
Abstract	This study was designed to investigate the association between motivational action conflict frequency and value orientation as well as sociodemographic correlates of value orientation among Turkish high school students. Participants consisted of 846 students in different high schools from Marmara Region of Turkey and completed Motivational Action Conflict Frequency Survey and Value Orientation Scale. Results of this study suggested that students have average well-being value orientation and low achievement value orientation. There was no significant association between achievement and well-being value orientation and school-leisure time conflict; however, a weak and positive significant relationship exist between achievement value orientation and school time-school time conflict and leisure time-leisure time conflict, and there was a negative low-level significant relationship between well-being value orientation and school time-school time conflict and leisure time-leisure time conflict. The students' achievement and well-being value orientation were significantly different based on gender and daily studying times. Well-being value orientation associated with high school type, but no significant difference found in achievement value orientation. Lastly, there was no significant difference in value orientation in terms of grade level. The results of this study may also help to understand the correlates of value orientation and motivational conflict frequency in Turkish literature where a very limited number of studies have been conducted. [This study was presented as a verbal presentation at ERPA International Congresses on Education 2017.] (As Provided).
Anmerkungen	International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: https://dergipark.org.tr/tr/pub/pes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01