Academic Motivation and Approaches to Learning in Predicting College Students' Academic Achievement: Findings from Turkish and US Samples

Autor/in	Çetin, Baris
Titel	Academic Motivation and Approaches to Learning in Predicting College Students' Academic Achievement: Findings from Turkish and US Samples
Quelle	In: Journal of College Teaching & Learning, 12 (2015) 2, S.141-150 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1544-0389
Schlagwörter	Foreign Countries; Student Motivation; College Students; Academic Achievement; Grade Point Average; Elementary Education; Preschool Education; Early Childhood Education; Correlation; Rating Scales; Questionnaires; Statistical Distributions; Cognitive Style; Comparative Analysis; Georgia; Turkey; Academic Motivation Scale; Study Process Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Schulische Motivation; Collegestudent; Schulleistung; Elementarunterricht; Pre-school education; Vorschulerziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Korrelation; Rating-Skala; Fragebogen; Wahrscheinlichkeitsverteilung; Cognitive styles; Kognitiver Stil; Türkei
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01