Academic Motivation And Self-Regulated Learning In Predicting Academic Achievement in College

Abstract

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.

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