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ERIC Number: EJ1060062
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: ERIC
Reference Count: 73
ISBN: N/A
ISSN: ISSN-2158-0979
Academic Motivation and Self-Regulated Learning in Predicting Academic Achievement in College
Çetin, Baris
Journal of International Education Research, v11 n2 p95-106 2015
The purpose of this study was to determine whether academic motivation and academic self-regulated learning predicted students' GPAs in the Early Childhood Education Department. The study participants consisted of 166 early childhood education majors enrolled in the 2014 spring semester at Georgia Southern University, USA. Data were gathered using the "academic motivation scale" developed by Vallerand et al. (1992), and the "academic self-regulated learning scale" developed by Mango (2010). The study's results showed that there was no correlation between GPA and academic motivation and academic self-regulation learning. In other words, the students' academic motivation and academic self-regulated learning total scores, together, did not predict their GPA.
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Assessments and Surveys: Academic Motivation Scale