Factors affecting the learning motivation of middle school students

The aim of this research is to determine the factors affecting the learning motivation of 6th, 7th and 8th grade students. The sequential mixed method, which combines qualitative and quantitative research methods, was used in accordance with the research's purpose. The "Learning Motivation Scale," based on self-determination theory, was developed for the quantitative study, and data were collected. Those students who agreed to participate in the qualitative study were chosen from among those who responded to the scale. Students with the lowest and highest scores on the scale were interviewed among those who were deter-mined. In the qualitative study, a semi-structured interview form was used. The research's target population and sample included 6th, 7th, and 8th grade students from Izmir's central district. The study was carried out with the participation of 954 students in total. While the learning motivation scale was applied to 284 students in the classroom environment, it was applied to 670 students using the online form due to the pandemic conditions. In the qualitative study, 4 students were interviewed in person and 8 students were interviewed online. In the findings of the learning motivation scale, it has been determined that both the self-regulation, self-efficacy and classroom climate sub-dimensions of the scale have a sig-nificant relationship with each other and that these sub-dimensions have significant relation-ships with the learning motivation scores. According to the results, female students had a higher self-regulation sub-dimension score and a lower self-efficacy sub-dimension score than male students. It was observed that private school students scored higher on the class-room climate sub-dimension than public school students. With respect to the qualitative study findings, students' learning motivations are influenced by self-regulation, autonomy, self-efficacy, cognitive focus, effectiveness value, family, classroom climate and teachers. Furthermore, it has been determined that both the perception of competence and indiffer-ence are among the causes of lack of motivation, and online lectures, course duration, class-room management, class size, communication and technical difficulties during the pandemic process affect the learning motivation of students who receive pandemic-related online edu-cation. In addition, when students were asked to compare online and face-to-face education, the majority of them preferred face-to-face education.