Abstract
The purpose of this study is to examine secondary school students' social studies course self-efficacy and social studies course motivation (intrinsic motivation, heeding, extrinsic motivation) levels. Study sample is composed of 305 7th class secondary school students. In the study, data was collected using relational survey model and 'Social Studies Course Self-Efficacy Scale' and 'Social Studies Course Motivation Scale' were applied to the students. In the study, firstly Pearson correlation coefficients were calculated and the relationships between the variables were examined, then, multiple linear regression analysis was performed with intrinsic motivation, extrinsic motivation, heeding and academic achievement variables. The data obtained in the study shows that intrinsic motivation, extrinsic motivation and academic achievement variables predict students' social studies self-efficacy levels and explain 64% of self-efficacy. On the other hand, it has been determined that heeding dimension of the motivation is not a significant predictor of self-efficacy.
Highlights
There are many intrinsic and extrinsic factors that determine behaviors that individuals display in their daily lives
The purpose of this study is to examine the relationship between social studies course self-efficacy and social studies course motivation of secondary school students
Extrinsic motivation and heeding, which are sub-dimensions of motivation, are considered as predictive variables, and social studies academic achievement has been included in the multiple regression analysis to clarify the relationship between these variables and self-efficacy and to see their effect
Summary
There are many intrinsic and extrinsic factors that determine behaviors that individuals display in their daily lives. Monotone presentation by teachers without bringing different views to the topic makes the student passive and it cannot go beyond the transfer of knowledge for the student [11] This leads students to memorisation, and as a result, the interest, desire and motivation of students for the lesson decreases. In order to achieve this, it is very important to determine and control the factors affecting the motivation of students and to make the learning and teaching process more effective and efficient [12]. When the literature is examined, it is seen that there is a limited number of studies on the relation between social studies course motivation and social studies course self-efficacy of secondary school students [19, 20] From this point of view, this study focuses on the self-efficacy and motivation structures that are considered an important factor on success levels of students. It is aimed to contribute to the literature by examining the relationship between the students' social studies course self-efficacy and social studies course motivation levels
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