The Relative Contribution of Achievement Motivation and Some Variables in Predicting the Attitudes of Applied College Students Towards Curriculum Courses

Abstract

The academic achievement efficiency of university students is considered one of the most important learning outcomes that universities strive to improve and seek ways to enrich and develop. The study aimed to reveal the relationship between the attitudes of applied college students towards the curriculum courses, their motivation to learn them, and the possibility of predicting their attitudes towards the curriculum courses considering variables such as gender, academic achievement level, and specialization track. The study also aimed to reveal the possibility of predicting students' achievement motivation considering their attitudes toward academic courses. The study used a descriptive method. Both the Students' Attitudes Toward Academic Programs Scale, prepared by the researchers, and the Achievement Motivation Scale, prepared by Hermans (1970), were applied. The study sample consisted of 192 students from the Applied College (56M., 136F.). The main findings of the study concluded that there is a positive relationship between the attitude towards academic courses and achievement motivation. There are no statistically significant differences between males and females in their attitude towards the courses or their motivation for achievement. There are differences between specializations in attitudes towards courses and achievement motivation. There is a significant effect of achievement motivation on attitudes towards academic courses, and there is no effect on attitudes attributed to variables such as gender, specialization, academic level, and cumulative GPA. The study recommended improving the educational environment and enhancing students' motivation towards learning and working on providing psychological and educational support to students.