Predictors Of Academic Motivation: Epistemological Beliefs, Learning Approaches And Problem Solving Skills
 
Abstract
Students have difficulties in involving, engaging, and motivating in studying and learning activities and one of the reasons of which is regarded as academic motivation that is a main predictor of academic success. There are also some external factors having effect on academic motivation and performance. In this study, we aimed to examine the differential predictive relationships of undergraduates’ epistemological beliefs, learning approaches and problem solving skills on academic motivation. The experimental group is consists of 750 university students continuing their study at Yildiz Technical University, Istanbul. For the method of the research, the correlational analysis technique of a descriptive research model was used. The data was collected through “Academic Motivation Scale”, “Epistemological Beliefs Scale”, “Learning Strategies Scale” and “Problem Solving Skills Scale”. This research reveals that university students’ academic motivation, epistemological beliefs, learning strategies and problem solving skills had some significant relationships between one another. According to the findings, university students’ epistemological beliefs and learning strategies predicted amotivation, extrinsic motivation and intrinsic motivation significantly. However, it was found that university students’ problem solving skills did not predict amotivation, extrinsic motivation and intrinsic motivation significantly.
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