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The Relationship between Academic Motivation and Academic Achievement of the Students

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  • Ahmet Haktan SIVRIKAYA

Abstract

The aim of this study is to investigate the relationship between academic motivation level and academic achievement of physical education and sports students. The population of the study was composed of all students (n = 500) studying at Balikesir University. The sample consisted of a total of 120 students who were educated in physical education and sports education. In the collection of data; Vallerand et al. (1992) developed the Academic Motivation Scale (AMS) developed in Canada and a questionnaire that included the descriptive characteristics of the students developed by the researchers. The scale consists of 28 items. Three intrinsic motivations, three extrinsic motivations and one amotivational dimension, each of which consists of four sub-dimensions, each with four items. As the subscales are evaluated separately, the result is that 28 of the values obtained for each subscale are higher in individuals. The data were analyzed with non-parametric analyzes (Mann Whitney-U and Spearman Correlation) because they did not show normal distribution. Type I error level was accepted as p <0.05. In the study, it was determined that the students' academic motivation scores were above the middle. According to gender, there was no significant difference in terms of academic motivation scale scores and sub-dimensions. The academic average score of women was higher than the score of men. Men's academic motivation average score was higher than in women. When the academic achievement of the students in physical education and sports school increases, the self-test scores of the extrinsic motivation also increase.

Suggested Citation

  • Ahmet Haktan SIVRIKAYA, 2019. "The Relationship between Academic Motivation and Academic Achievement of the Students," Asian Journal of Education and Training, Asian Online Journal Publishing Group, vol. 5(2), pages 309-315.
    • Handle: RePEc:aoj:asjoet:v:5:y:2019:i:2:p:309-315:id:420
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    Cited by:

    1. David Hortigüela Alcalá & Alejandra Hernando Garijo & Ángel Pérez-Pueyo & Javier Fernández-Río, 2019. "Cooperative Learning and Students’ Motivation, Social Interactions and Attitudes: Perspectives from Two Different Educational Stages," Sustainability, MDPI, vol. 11(24), pages 1-11, December.
    2. Elisa I. Villena-Martínez & Juan José Rienda-Gómez & Dolores Lucía Sutil-Martín & Fernando E. García-Muiña, 2024. "Psychometric properties and factor structure of a motivation scale for higher education students to graduate and stimulate their entrepreneurship," International Entrepreneurship and Management Journal, Springer, vol. 20(3), pages 1879-1906, September.
    3. Hiechelle Mae P. Collado & Sergio D. Mahinay, Jr. & Almira C. Amaca & Erica C. Cabaňa & Christine C. Calibayan & Novie Joy G. Canoy & Maricel J. Meguiso, 2023. "Parental Pressure and Academic Performance of Students of College of Arts and Sciences of Notre Dame of Midsayap College, Midsayap, Cotabato, Philippines," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(11), pages 695-713, November.
    4. Sandra P. Sousa & Rui Silva, 2021. "Validity and Reliability of the Portuguese Version of Mathematics Academic Motivation Scale (MATAMS) among Third Cycle of Basic School Students," Mathematics, MDPI, vol. 9(17), pages 1-16, August.

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