Guvenca, Hulya

Article | 2015 | Kuram ve Uygulamada Eğitim Bilimleri15 ( 3 ) , pp.647 - 657

The purpose of this study is to investigate relationships between students' engagement versus disaffection and their perceptions of teachers' motivational support styles. To do this a hypothesized structural model specifying the direct relationships of students' engagement and their perceptions of teachers' motivational support is used. The model, covers students' motivational regulations, as mediator variables, between students' engagement and their perceptions of teachers' motivational support styles, that is tested. Participants are 276 ninth grade high school students (148 girls and 126 boys). Data are collected by the "Eff . . .ective Participation Scale," "Motivational Regulation Scale," and "Teachers' Motivational Support Scale." The fit statistics indicate that the research model provides a reasonably good fit to the data (x² 74.62, df 38, p .00, RMSEA .086, RMR .05, CFI .96, GFI .90, AGFI .92, NFI .91, NNFI .91). Chi-square to degrees of freedom ratio x²/df 1.96 is satisfactory. The study indicates that motivational support provided by teachers has effect on the students' motivation orientation and active class participatio Daha fazlası Daha az

Berman, Zuhar Rende

Article | 2018 | INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION10 ( 2 ) , pp.62 - 74

This study examined the effect of the Group Affection Activities (GAA) on social interactionof two preschool- aged children with Autism Spectrum Disorder (ASD) and theirsame-aged peers. In addition to the music group activities, the main component of theGAA game learning activities and peer-training were integrated into the intervention. Fivepeers were trained on how to interact with the target participants of the study. This includinginitiation of and responding to initaiations through means of both verbal and nonverbalcommunication acts during free play. This study utilized a case study design with anABAB model revealed that impro . . .ved rates of social interactions were associated with thepresence of the intervention. The findings agree with those reported by previously conductedstudies, however the maintenance and generalization of improved interactionskills remain to be of a great concern. It is suggested that in order to address this importantissue, an intervention program combining the Group Affection Activities with peertrainingshould be systematically integrated into early childhood curriculum and implementedfor all to benefit Daha fazlası Daha az