The interplay between academic motivation and academic achievement of teacher trainees

Authors

Abstract

The aim of this study was to research the interaction between academic motivation and academic achievement. In this regard, the Academic Motivation Scale (Vallerand et al, 1992) and a student background questionnaire were administered to 195 Turkish teacher trainees of English at a foundation university in Ankara, Turkey. Descriptive results showed that prospective teachers were mainly extrinsically motivated, followed by intrinsic motivation. Moreover, they had quite low on amotivation scores. Significant gender differences were revealed in introjected regulation and intrinsic motivation for accomplishment with prospective female teachers reporting significantly higher levels on both. A negative correlation was found between GPA and amotivation and a positive one between GPA and intrinsic motivation for knowledge. Furthermore, the multiple regression analysis uncovered amotivation as the only predictor of GPA.

Author Biography

Ceyhun Karabıyık, Ufuk University, Faculty of Education, Department of Foreign Language Teaching

Ceyhun Karabıyık is a lecturer, PhD. at Ufuk University, Faculty of Education, Department of Foreign Language Teaching. His research interests cover learning and teaching English as a foreign language, foreign language teacher education, and individual differences in foreign language education.

References

Almalki, S. A. (2019). Influence of motivation on academic performance among dental college students. Open Access Macedonian Journal of Medical Sciences, 7(8), 1374-1381.

Amrai, K., Motlagh, E. S., Azizi, S. H., & Parhon, H. (2011). The relationship between academic motivation and academic achievement students. Procedia Social and Behavioral Sciences, 15, 399–402.

Anderson, J. C., Woods-Wells, T. M., Amal, T. M., Bass, R. T., & Simpson, C. Y. (2018). Examining the Relationships Among Motivational Factors and the Academic Achievement of Students Enrolled in a Comprehensive Agricultural Education Program. Journal of Career and Technical Education, 33(1), 27.

Ariogul, S. (2009). Academic motivations of pre-service English language teachers. Hacettepe University Journal of Education, 36, 12-19.

Baker, S.R. (2003). A prospective longitudinal investigation of social problem-solving appraisals on adjustment to university, stress, health, and academic motivation and performance. Personality and Individual Differences, 35(3), 569–591.

Beatty, A. S., Walmsley, P. T., Sackett, P. R., Kuncel, N. R., & Koch, A. J. (2015). The Reliability of College Grades. Educational Measurement: Issues and Practice, 34(4), 31-40. doi: 10.1111/emip.12096

Belts, J. & Morrell, D. (1999). The Determinants of Undergraduate Grade Point Average. The Journal of Human Resources, 34, 268-293.

Cabot, I. (2016). Academic motivation. College Documentation Bulletin, 17, 1-23.

Carbonneau, N., Vallerand, R. J., & Lafrenière, M.-A. K. (2012). Toward a Tripartite Model of Intrinsic Motivation. Journal of Personality, 80(5), 1147–1178.

Clark, M. H., & Schroth, C. A. (2010). Examining relationships between academic motivation and personality among college students. Learning and Individual Differences, 20(1), 19-24.

Cohn, E., Cohn, S., Balch, D. C., & Bradley Jr, J. (2004). Determinants of undergraduate GPAs: SAT scores, high-school GPA and high-school rank. Economics of Education Review, 23(6), 577-586.

Cokley, K. O. (2003). What do we know about the motivation of African American students? Challenging the “anti-intellectual†myth. Harvard Educational Review, 73, 524–558.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.

Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological wellbeing across life’s domains. Canadian Psychology, 49, 14–23.

Deci, E. L., Vallerand, R. J., Pelletier, L. G., Ryan, R. M. (1991). Motivation and education: The self-determination perspective. The Educational Psychologist, 26, 325-346.

Erten, Ä°. H. (2009). Gender differences in academic achievement among Turkish prospective teachers of English as a foreign language. European Journal of Teacher Education, 32(1), 75-91.

Erten, İ. H. (2014). Interaction between academic motivation and student teachers’ academic achievement. Procedia Social and Behavioral Sciences, 152, 173-178.

Eymur, G. & Geban, Ö. (2011). An Investigation of the Relationship between Motivation and Academic Achievement of Pre-service Chemistry Teachers. Education & Science, 36(161), 246-255.

Ferguson, T. J. & Crowley, S. L. 1997. Measure for measure: A multi-trait multi-method measure of guilt and shame. Journal of Personality, 69: 425-442.

Grebennikov, L., & Skaines, I. (2009). Gender and higher education experience: A case study. Higher Education Research & Development, 28(1), 71–84.

Hodara, M., & Lewis, K. (2017). How well does high school grade point average predict college performance by student urbanicity and timing of college entry? (REL 2017–250). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest. Retrieved from http://ies.ed.gov/ncee/edlabs/.

Howard, J., Gagne, M., Morin, A. J., & Van den Broeck, A. (2016). Motivation profiles at work: A self-determination theory approach. Journal of Vocational Behavior, 95, 74-89.

Ä°nan, H. & Kartal, M. (2018). Investigation of academic motivation levels of school of physical education and sports students in terms of some variables. International Social Sciences Studies Journal, 4(23): 4758-4764

Kırkağaç, Ş., & Öz, H. (2017). The role of academic motivation in predicting preservice EFL teachers’ achievement. Journal of Language and Linguistic Studies, 13(2), 96-108.

Komarraju, M., Karau, S. J., & Schmeck, R. R. (2009). Role of the Big Five personality traits in predicting college students’ academic motivation and achievement. Learning and Individual Differences, 19, 47–52.

Köseoğlu, Y. (2013). Academic motivation of the first-year university students and the selfdetermination theory. Educational Research and Reviews, 8(8), 418-424.

Krumrei-Mancuso, E. J., Newton, F. B., Kim, E., Wilcox, D. (2013). Psychosocial factors predicting first-year college student success. Journal of College Student Development, 54, 247–266.

Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98, 567-582.

Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and selfâ€determination theory. Language learning, 50(1), 57-85.

Noftle, E. E., & Robins, R. W. (2007). Personality predictors of academic outcomes: Big five correlates of GPA and SAT scores. Journal of Personality and Social Psychology, 93, 116–130.

Önder, I., Beşoluk, S., İskender, M., Masal, E., & Demirhan, E. (2014). Circadian preferences, sleep quality and sleep patterns, personality, academic motivation and academic achievement of university students. Learning and Individual Differences, 32: 184-192.

Öz, H. (2016). Academic Motivation and Academic Achievement among Preservice English Teachers: A Structural Equation Modeling Approach. Anthropologist, 25(3), 240-248.

Prospero, M., & Vohra-Gupta, S. (2007). First generation college students: Motivation, integration, and academic achievement. Community College Journal of Research and Practice, 31, 963–975.

Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senécal, C. (2007). Autonomous, Controlled, and Amotivated Types of Academic Motivation: A Person-Oriented Analysis. Journal of Educational Psychology, 99(4), 734-746.

Robbins, S. B., Allen, J., Casillas, A., Peterson, C. H., & Le, H. (2006). Unraveling the differential effects of motivation and skills, social, and self-management measures from traditional predictors of college outcomes. Journal of Educational Psychology, 98, 598–616.

Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstron, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 261-288.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.

Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY: The University of Rochester Press.

Saele, R., Sorlie, T., Nergard-Nielsen, T., Ottosen, K.-O., Goll, C., & Friborg, O. (2016). Demographic and psychological predictors of grade point average (GPA) in NorthNorway: a particular analysis of cognitive/school-related and literacy problem. Educational Psychology, 36(10), 1886-1907.

Saunders-Scott, D., Braley, M. B., & Stennes-Spidahl, N. (2017). Traditional and psychological factors associated with academic success: Investigating best predictors of college retention. Motivation and Emotion, 42(4), 1–7.

Schmude J., Jackisch S. (2019) Feminization of Teaching: Female Teachers at Primary and Lower Secondary Schools in Baden-Württemberg, Germany: From Its Beginnings to the Present. In H. Jahnke, C. Kramer, P. Meusburger. (eds) Geographies of Schooling (pp. 333-349). Knowledge and Space, vol 14. Springer, Cham.

Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson Education.

Severiens, S., & Dam, G. (2012). Leaving college: A gender comparison in male and female-dominated programs. Research in Higher Education, 53(4), 453-470.

Sivrikaya, A. H. (2019). The Relationship between Academic Motivation and Academic Achievement of the Students. Asian Journal of Education and Training, 5(2): 309-315.

Standage, M., Duda, J. L., & Ntoumanis, N. (2006). Students’ motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research Quarterly for Exercise and Sport, 77(1), 100-110.

Şahin, H. ve Çakar, E. (2011). ‘’Eğitim Fakültesi Öğrencilerinin Öğrenme Stratejileri ve Akademik Güdülenme Düzeylerinin Akademik Başarılarına Etkisi’’, Türk Eğitim Bilimleri Dergisi, 9(3), 519-540.

Tangney, J. P. & Dearing, R. L. 2002. Shame and guilt. New York, Guilford.

TaÅŸkesen, S. (2019). Investigating the academic motivations and academic achievements of pre-service visual arts teachers. European Journal of Educational Research, 8(3), 857-155.

Titrek, O., Çetin, C., Kaymak, E., & Kaşıkçı, M. M. (2018). Academic Motivation and Academic Self-efficacy of Prospective Teachers. Journal of Education and Training Studies, 6(11a), 77-87.

Turner, E. A., Chandler, M., & Heffer, R. W. (2009). Influence of parenting styles, achievement motivation, and self-efficacy on academic performance in college students. Journal of College Student Development, 50(3), 337-346.

Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 29, pp. 271–360). San Diego: Academic Press

Vallerand, R.J., & Bissonnette, R. (1992). Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study. Journal of Personality, 60(3), 599-620.

Vallerand, R. J., Blais, M. R., Brière, N. M., & Pelletier, L. G. (1989). Construction et validation de l'Échelle de Motivation en Éducation (EME). Revue canadienne des sciences du comportement, 21, 323-349.

Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161- 1176.

Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education. Educational and Psychological Measurement, 52(4), 1003-1017.

Vallerand R. J., Pelletier L. G., Blais M. R., Briere, N. M., Senecal C, & Vallieres E. F. (1993). On the assessment of intrinsic, extrinsic and amotivation in education: Evidence on the concurrent and construct validity of the academic motivation scale. Educational and Psychological Measurement, 53, 159-172.

Wigfield, A., Tonks, S., & Klauda, S. L. (2016). Expectancy-value theory. In Handbook of Motivation in School, (2nd Ed) K. R. Wentzel & D. B. Mielecpesnm (Eds.) (pp.57-74). New York, NY: Routledge.

Woodfield, R., Jessop, D., & McMillan, L. (2006). Gender differences in undergraduate attendance rates. Studies in Higher Education, 31(1), 1-22.

Yeşilyurt S. (2008). The relationship between students’ perceived autonomy support and motivational patterns in English writing courses: A self-determination theory approach. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12, 397-412.

Yütük, T. (2018). Pre-service English Language Teachers in terms of Their Orientations of Motivation in Turkey’s Context. International Journal of Curriculum and Instruction, 10(2), 77–92.

Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In B. J. Zimmerman, & D. H. Schunk (eds), Self-Regulated Learning and Academic Achievement Theory, Research, and Practice. New York: Springer-Verlag.

Downloads

Published

2020-09-07

Issue

Vol. 12 No. 2 (2020): International Journal of Curriculum and Instruction

Section

Articles

License

Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.

Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.