Ayşemine Dinçer
Biographic Data
| ID | 1085665 |
|---|---|
| NAME | Ayşemine Dinçer |
| GIVEN NAMES | Ayşemine |
| FAMILY NAME | Dinçer |
| SIGNATURE | DINÇER A |
| AFFILIATIONS | Erzincan Binali Yıldırım University |
| ORCID | 0000-0002-0732-3975 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Children’s University: How Does It Make a Difference
Last five decades have witnessed the comprehensive growth of science education around the world as the science is regarded as the major tenets of innovation and economic growth. Various extant studies on science education have concentrate on how to deliver and put the science in both curriculum and classrooms. However, there are rarely researches on the evaluation of the science curriculum and its impact on the scientific skills. Likewise, despit…
Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development
This study examines the antecedents and outcomes of classroom engagement of 412 Turkish English as a Foreign Language (EFL) learners. Grounded in self-determination theory and the self-system model of motivation, this mixed-methods study examined the relations between context (perceived autonomy-support from the instructor), self (basic psychological needs), action (behavioral, emotional, agentic, and cognitive engagement), and outcome (achieveme…
Complementary Perspectives on Autonomy in Self‐Determination Theory and Language Learner Autonomy
Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development
This study examines the antecedents and outcomes of classroom engagement of 412 Turkish English as a Foreign Language (EFL) learners. Grounded in self-determination theory and the self-system model of motivation, this mixed-methods study examined the relations between context (perceived autonomy-support from the instructor), self (basic psychological needs), action (behavioral, emotional, agentic, and cognitive engagement), and outcome (achieveme…
Complementary Perspectives on Autonomy in Self‐Determination Theory and Language Learner Autonomy
Complementary Perspectives on Autonomy in Self‐Determination Theory and Language Learner Autonomy
Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development
This study examines the antecedents and outcomes of classroom engagement of 412 Turkish English as a Foreign Language (EFL) learners. Grounded in self-determination theory and the self-system model of motivation, this mixed-methods study examined the relations between context (perceived autonomy-support from the instructor), self (basic psychological needs), action (behavioral, emotional, agentic, and cognitive engagement), and outcome (achieveme…
Children’s University: How Does It Make a Difference
Last five decades have witnessed the comprehensive growth of science education around the world as the science is regarded as the major tenets of innovation and economic growth. Various extant studies on science education have concentrate on how to deliver and put the science in both curriculum and classrooms. However, there are rarely researches on the evaluation of the science curriculum and its impact on the scientific skills. Likewise, despit…
Autonomy (2 works) · Mathematics education (2 works) · Parental Involvement in Education (2 works) · Psychology (2 works) · Social Psychology (2 works) · Citation (1 works) · Collaborative Teaching and Inclusion (1 works) · Computer Science (1 works) · Curiosity (1 works) · Curriculum (1 works)