Eğitim Fakültesi / Faculty of Education

Permanent URI for this communityhttps://hdl.handle.net/11413/16

Browse

Browsing Eğitim Fakültesi / Faculty of Education by Subject "Academic Motivation"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    PublicationOpen Access
    The Role of Academic Motivation in Predicting Turkish Undergraduates’ Life Satisfaction and Academic Procrastination
    (Turkish Psychological Counseling and Guidance Association, 2021) GÜDÜL, MERYEM DEMİR; Can, Gürhan; Ceyhan, Aydoğan Aykut
    The present study aims to determine the motivational profiles of university students through a person-centered approach and to examine the relationship between motivational profiles, academic procrastination, and life satisfaction. The study participants comprised 1,770 undergraduates (1019 female, 749 male, and 2 not specified), who were categorized into three main profiles: (a) students with high levels of both intrinsic and extrinsic motivation but with a low level of amotivation (33.8%), those with a "high-level academic motivation profile"; (b) students with moderate levels of both intrinsic and extrinsic motivation but with low levels of amotivation (44.9%), those with a "medium-level academic motivation profile"; and (c) students with low levels of both intrinsic and extrinsic motivation with high levels of amotivation (21.3%), those with a "low-level academic motivation profile. The results of this study revealed that students with a high-level academic motivation profile have a high level of life satisfaction and a low level of academic procrastination. The results also show that students with medium-level academic motivation profiles have higher levels of life satisfaction than students with low-level academic motivation profiles. However, the academic procrastination level of students with medium-level academic motivation was found to be lower than that of students with a low-level academic motivation profile. © Common Ground Research Networks, Lindsay Asquith, Sumati Ahuja, All Rights Reserved.
  • No Thumbnail Available
    PublicationMetadata only
    University Students’ Academic Motivation Profiles: Relationships With Academic Procrastination and Life Satisfaction
    (2019-05-21) Demir Güdül, Meryem; Can, Gürhan; Ceyhan, Aydoğan Aykut; 53476; 4656; 18157
    In the self-determination theory different motivation types are defined. A person may have these types of motivation simultaneously at different levels and may display a variety of profiles based on such motivational characteristic. This study aimed to examine university students’ motivation profiles that they exhibit depending on the combinations of academic motivation types defined in self- determination theory and to reveal the relationships between these profiles, academic procrastination and life satisfaction. The sample of the study consists of 1700 university students. The data of the study was collected using “Academic Motivation Scale,” “Need Satisfaction Scale,” “Tuckman Procrastination Scale”, “Life Satisfaction Scale”. For the data analysis, there were used hierarchical and non-hierarchical cluster analysis methods to determine the academic motivation profiles. The cluster analyses’ results of research indicated that 33.8% of the students exhibit high (intrinsic and extrinsic motivation levels are high, amotivation level is low), 44.9% of the students exhibit medium (intrinsic and extrinsic motivation levels are medium, amotivation level is below medium) and 21.3% of the students exhibit low (intrinsic and extrinsic motivation levels are low, amotivation level is high) level of academic motivation profile. Results revealed that the students with high motivation profiles obtained higher levels of life satisfaction, whereas they obtained lower academic procrastination levels. It is understood that the students with high motivation profile obtained higher life satisfaction levels, whereas they obtained lower academic procrastination levels than the ones with low motivation profile. The study indicated that intrinsic and extrinsic motivations’ levels are related to both psychological and academic variables.