PEN Academic Publishing   |  ISSN: 1308 - 9501

International Journal of Educational Researchers 2016, Vol. 7(2) 56-68

Relationships between Motivation to Study Lesson and Classroom Engagement

Ali Eryılmaz & Fatma Altınsoy

pp. 56 - 68   |  Manu. Number: ijers.2016.009

Published online: June 01, 2016  |   Number of Views: 135  |  Number of Download: 118


The goal of this study is to examine the relationships between motivation to study lesson and classroom engagement. The study was conducted on 214 female and 197 male, in total 411, students who were 10th and 11th grade high school students. Data were collected via Motivation to Study Lesson and Classroom Engagement Scales in the study. The relations between motivation to study and gender were examined via independent samples t-test technique. Furthermore, the relations between motivation to study and classroom engagement were evaluated with multiple regression analysis technique. According to the findings of the study, it was found out that the cases of intrinsic motivation for studying for girls were higher than the boys. Boys, on the other hand, had higher scores than the girls in terms of amotivation for studying. Regression analysis results showed that the cases of getting motivated to study were related to emotional engagement. Moreover, it was important for the girls to engage cognitively in the lesson in their intrinsic motivation for studying lesson. In conclusion, emotional engagement and gender seems important in students’ motivation for studying lesson

Keywords: -

How to Cite this Article?

APA 6th edition
Eryilmaz, A. & Altinsoy, F. (2016). Relationships between Motivation to Study Lesson and Classroom Engagement. International Journal of Educational Researchers , 7(2), 56-68.

Eryilmaz, A. and Altinsoy, F. (2016). Relationships between Motivation to Study Lesson and Classroom Engagement. International Journal of Educational Researchers , 7(2), pp. 56-68.

Chicago 16th edition
Eryilmaz, Ali and Fatma Altinsoy (2016). "Relationships between Motivation to Study Lesson and Classroom Engagement". International Journal of Educational Researchers 7 (2):56-68.

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