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dc.contributor.authorErten, Ismail Hakki
dc.date.accessioned2019-12-17T09:14:34Z
dc.date.available2019-12-17T09:14:34Z
dc.date.issued2014
dc.identifier.issn1877-0428
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2014.09.176
dc.identifier.urihttp://hdl.handle.net/11655/20557
dc.description.abstractThis study sought to explore the interactions between academic motivation and academic achievement. Academic Motivation Scale (Vallerand et al. 1992) was administered to 256 English Language Teaching department students at a major state university in Ankara, Turkey. Academic achievement was measured through participants' GPA. The statistical analysis showed that participants were mostly extrinsically motivated (identified regulation), followed by intrinsic motivation (knowledge) and extrinsic motivation (external regulation). Participants reported very low amotivation. GPA correlated negatively with amotivation; positively with extrinsic identified regulation and intrinsic motivation dimensionsof knowledge and accomplishment. Amotivation emerged as the only predictor of GPA. (C) 2014 The Authors. Published by Elsevier Ltd.
dc.language.isoen
dc.publisherElsevier Science Bv
dc.relation.isversionof10.1016/j.sbspro.2014.09.176
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEducation & Educational Research
dc.titleInteraction Between Academic Motivation and Student Teachers' Academic Achievement
dc.typeinfo:eu-repo/semantics/conferenceObject
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.relation.journalErpa International Congress On Education (Erpa Congress 2014)
dc.contributor.departmentYabancı Diller Eğitimi
dc.identifier.volume152
dc.identifier.startpage173
dc.identifier.endpage178
dc.description.indexWoS


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