Abstract
Analysis of Primary School Fourth-grade Students' Social Studies Course Achievements, GPA and Motivations for Social Studies Course in Terms of Gender
Highlights
Motivation, interest, attitude, inducement, self-efficacy, self-belief and value take place within the affective domain
Because this study investigates whether primary school fourth-grade students’ total and sub-factor scores of motivations for social studies lessons, social studies course achievements and GPA levels differ in terms of gender; and the relationship between primary school fourth-grade students’ total and sub-factor scores of motivations for social studies lessons, social studies course achievements and GPA levels, a correlational survey model was used
Results showed that primary school fourth grade students’ GPAs ( x =4.8392) were related to success in the social studies course ( x =4.8209). These results demonstrate that the relationship between primary school fourth grade students’ success in social studies and their GPAs are significantly high
Summary
Motivation, interest, attitude, inducement, self-efficacy, self-belief and value take place within the affective domain. There are many different definitions of motivation. There are many different theories of motivation in the literature. One of these theories, the self-determination theory developed by [3], forms the foundation of the current study. Intrinsic motivation is defined as carrying out an activity to ensure internal satisfaction [6]. Intrinsic motivation includes a process that individuals consider either a goal or an activity as interesting or useful and realize through their internal [7]. Extrinsic motivation expresses the gaining of benefit from an activity itself rather than its instrumental value [8]. One of the most proper examples of extrinsically motivated behaviours is what is done to obtain a concrete reward and to avoid punishment [10]. Amotivation explains a situation in which someone is not being motivated to act [4]
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