Okul Öncesi Eğitim Kurumlarına Devam Eden Çocukların Motivasyon Düzeylerinin Problem Çözme Becerileri ve Öğretmenlerine İlişkin Bazı Değişkenler Açısından İncelenmesi
An Investigation of the Motivation Levels of Children in Preschool Education Institutions in Terms of Problem Solving Skills and Some Variables Related to Teachers

Summary/Abstract: The study has been conducted to examine the motivation levels of the children attending to pre-school education institutions with respect to some variables and problem solving skills. The population of the study consists of the children in the ages of 48 to 72 months who attend to the nursery classes of the public primary schools, independent kindergartens and nursery classes of private primary schools located in the Yakutiye, Palandöken and Aziziye central districts of the Erzurum province and their teachers during the school year of 2017 to 2018. The sample of the study consists of 387 children and their teachers who were determined by using the random cluster sampling method from the population. As the data collection tool, the study used “General Information Form”, “Motivation Scale” and “Interpersonal Problem Solving Scale”. Relational screening model was used to determine whether the motivation levels of children were correlated with some variables and problem solving skills. As a result of the study, it was determined that the motivation levels of the children varied according to the variables including the years of seniority of teachers, graduation of teachers, attendance duration of the children and there was no significant difference according to the variable of the age of the teachers. It was determined that the scores of the children from the subscales of the Motivation Scale including Cognitive Persistence, Social Persistence with Adults, Social Persistence with Children and General Competence had a negative relation with low significance with their scores from the subscale of Destructive Problem Solving of the Interpersonal Problem Solving Scale. It was also found that there was a positive relation with medium significance between the scores of the children from all subscales of the Motivation scale and their scores from the Constructive Problem Solving subscale of the Interpersonal Problem Solving Scale.

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