Middle East Technical University, Faculty of Education, Department of Elementary Education, 06531 Ankara, Turkey.
Span J Psychol. 2010 Nov;13(2):572-85. doi: 10.1017/s1138741600002250.
The purpose of this study was to investigate Turkish and American undergraduate students' academic motivation and academic self-concept scores regarding the years that they spent in university. The analysis was based on 566 (284 Turkish, 282 American) undergraduate students where, Academic Motivation Scale and Academic Self-Concept Scale were used as measuring instruments. The results showed that there was a statistical significant effect of nationality and number of years spent in university on undergraduate students' intrinsic motivation, extrinsic motivation, and self-concept scores. Turkish students had higher intrinsic scores whereas American students had higher extrinsic scores and more positive academic-self concept compared to Turkish partners. Regarding grade level, senior students from both cultures had higher intrinsic motivation and academic self-concept scores compared to other grade levels. In terms of extrinsic motivation, there is steady decline in American students' scores as grade level increases. On the other hand, Turkish undergraduates' extrinsic scores decrease in the second year but increase in the third and fourth year of university education. Results were discussed by taking into consideration the social and cultural differences between two nations.
本研究旨在探讨土耳其和美国大学生的学术动机和学术自我概念得分，这些得分与他们在大学的学习年限有关。分析基于 566 名（284 名土耳其人，282 名美国人）大学生，其中使用学术动机量表和学术自我概念量表作为测量工具。结果表明，国籍和在大学学习的年限对大学生的内在动机、外在动机和自我概念得分有统计学上的显著影响。土耳其学生的内在得分较高，而美国学生的外在得分较高，对学术自我的概念也比土耳其学生更为积极。就年级而言，来自两种文化的高年级学生的内在动机和学术自我概念得分都高于其他年级。就外在动机而言，随着年级的升高，美国学生的得分呈稳步下降趋势。另一方面，土耳其大学生的外在得分在第二年下降，但在第三年和第四年的大学教育中上升。研究结果考虑到了两个国家之间的社会和文化差异。
