THE RELATIONSHIP BETWEEN INTRINSIC MOTIVATION TOWARDS UNIVERSITY AND INTRINSIC MOTIVATION TOWARDS SELF-REGULATED LEARNING AND ACADEMIC SUCCESS

Abstract

In this study, it was aimed to determine the level of the relationship between university students’ intrinsic motivation scores towards self-regulated learning, their intrinsic motivation scores towards university, and their academic achievements. The cross-section scanning model was used in the study. The participants of the study consisted of 30 undergraduate students attending the Elementary Education program of the Faculty of Education of a university in the southeastern United States. The data of the study were collected using the AMS-C 28 developed by Vallerand et al. (1992), the SASR developed by College Version and Dugan (2007), and the “Demographic Form”. No significant relationship was found between the GPAs of the university students and the total scores of the “IM to know”, “IM-toward accomplishment”, “IM to experience stimulation” and “SRL Intrinsic Motivation” sub-factors. A significant relationship was determined between the total scores of the sub-factors “IM to know” and “IM to experience stimulation” and “SRL intrinsic motivation”. There was a significant correlation between the total scores of the “IM- toward accomplishment” and “IM to experience stimulation” sub-factors, and between the total scores of the “IM to experience stimulation” and “SRL Intrinsic Motivation” sub-factors.