Context and Implications Document for: Does the ARCS motivational model affect students' achievement and motivation? A meta-analysis
| dc.contributor.author | Göksu, İdris | |
| dc.contributor.author | İslam Bolat, Yusuf | |
| dc.contributor.other | Department of Educational Sciences / Eğitim Bilimleri Bölümü | |
| dc.date.accessioned | 2021-07-24T09:43:27Z | |
| dc.date.available | 2021-07-24T09:43:27Z | |
| dc.date.issued | 2021 | |
| dc.department | MAÜ, Fakülteler, Edebiyat Fakültesi, Eğitim Bilimleri Bölümü | en_US |
| dc.description.abstract | Motivation can be a powerful influencing factor on students’ efforts in a given activity and their perseverance in completing the activity. The ARCS (attention, relevance, confidence, satisfaction) model of motivation was developed by John Keller in 1979 to find effective and systematic ways to understand the effects of ARCS on students’ learning motivation | en_US |
| dc.identifier.endpage | 54 | en_US |
| dc.identifier.issue | 1 | en_US |
| dc.identifier.scopus | 2-s2.0-85102131380 | |
| dc.identifier.startpage | 53 | en_US |
| dc.identifier.uri | https://doi.org/10.1002/rev3.3230 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12514/2692 | |
| dc.identifier.volume | 9 | en_US |
| dc.identifier.wos | WOS:000558534600001 | |
| dc.indekslendigikaynak | Web of Science | en_US |
| dc.indekslendigikaynak | Scopus | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | John Wiley and Sons Inc | en_US |
| dc.relation.ispartof | Review of Education | en_US |
| dc.relation.publicationcategory | Diğer | en_US |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.scopus.citedbyCount | 1 | |
| dc.title | Context and Implications Document for: Does the ARCS motivational model affect students' achievement and motivation? A meta-analysis | en_US |
| dc.type | Annotation | en_US |
| dc.wos.citedbyCount | 0 | |
| dspace.entity.type | Publication | |
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