Investigation of the relationship of science teacher students in the online learning environment and their ready to learn, perception of social being and academic motivations

Online learning is one of the important opportunities provided by technology in education and has become an integral part of teaching activities in recent years. In addition to the convenience it provides to students, online learning also allows them to adapt to changing conditions. In this study, the relationship between student engagement, readiness, online motivation and perceived social ability of science teacher students in online learning environments was examined.The sample of the research consists of 97 students studying in the Department of Science Education at Aksaray University Faculty of Education in the 2020-2021 academic year.In the research, "Personal Information Form", "Student Engagement Scale" and "Perceived Social Ability Scale", which were developed by Sun and Rueda and adapted into Turkish by Ergün and Koçak Usluel, were used as data collection tools. In addition, the "Academic Motivation Scale", which was adapted into Turkish by Karagüven to determine the academic motivation of the students, and Hung et al. "Online Learning Readiness Scale", which was developed by Yurdugül and Alsancak Sırakaya and adapted to Turkish by Yurdugül and Alsancak Sırakaya, was used. Pearson Correlation Analysis was used in the analysis of the data.According to the research results; While a significant, positive and moderate relationship was found between students' engagement in online learning environments, their academic motivation levels and their perceived social ability; It was determined that there was no significant relationship between students' commitment and readiness levels.