Academic Motivation And Approaches To Learning In Predicting College Students' Academic Achievement: Findings From Turkish And US Samples

• Published in: Journal of college teaching and learning Vol. 12; no. 2; pp. 141 - 150
• Main Author: Cetin, Baris
• Format: Journal Article
• Language: English
• Published: Littleton The Clute Institute 01.04.2015; Clute Institute
• Subjects: Academic Achievement; Academic Motivation Scale; Behavior; Cognitive Style; College Instruction; College Students; Comparative Analysis; Correlation; Early Childhood Education; Elementary Education; Foreign Countries; Georgia; Grade Point Average; Learning; Learning Processes; Motivation; Outcomes of Education; Preschool Education; Questionnaires; Rating Scales; Statistical Distributions; Student Motivation; Studies; Study Process Questionnaire (Biggs); Teacher education; Teaching; Teaching Methods; Turkey; Young Children; United States > US; Turkey; Georgia
• ISSN: 1544-0389; 2157-894X
• DOI: 10.19030/tlc.v12i2.9200

The aim of this study is to determine if approaches to learning and academic motivation together predict grade point averages (GPAs) of students who study at Primary School Education and Preschool Education in Turkey and of students who study at Early Childhood Education in the US. The first group of participants included 166 third- and fourth-year students at Georgia Southern University’s Early Childhood Education Department during the 2014 spring semester. The second group of participants included 455 third- and fourth-year students who study at Canakkale 18 Mart University’s Primary School Education and Preschool Education Departments during the 2013 spring semester. It was found that approaches to learning and academic motivation together did not predict GPA of students who studied in Turkey or the US.