Türk Eğitim Bilimleri Dergisi 2459-1912 Gazi University 10.37217/tebd.1768681 Lifelong learning Hayat Boyu Öğrenme Investigating University Students’ Learning Motivation, Academic Goal Orientation, and Attitudes Toward Absenteeism Üniversite Öğrencilerinin Öğrenme Motivasyonu Akademik Hedef Yönelimi ve Devamsızlık ile İlgili Tutumlarının İncelenmesi https://orcid.org/0000-0001-8420-5481 Çevik Hüseyin BÜLENT ECEVİT ÜNİVERSİTESİ https://orcid.org/0000-0002-4083-2704 Demirdağ Seyithan ZONGULDAK BÜLENT ECEVİT ÜNİVERSİTESİ Advanced Online Publication 228 249 08 19 2025 01 05 2026 Copyright © 2003, The Journal of Turkish Educational Sciences 2003 The Journal of Turkish Educational Sciences

The purpose of this study is to determine university students’ levels of learning motivation, academic goal orientation, and attitudes toward absenteeism; to examine the relationships among these variables; and to reveal the predictive power of academic goal orientation and absenteeism attitudes on learning motivation. The research was conducted using a quantitative research method, specifically an exploratory correlational survey model. The study group consisted of 206 undergraduate students studying at a university in the Western Black Sea Region during the 2024–2025 academic year. Data were collected using the Learning Motivation Scale, Academic Goal Orientation Scale, and Attitudes Toward Absenteeism Scale. The findings indicate that students’ learning motivation levels range from moderate to high, while their levels of academic goal orientation and attitudes toward absenteeism range from moderate to upper levels. Correlation analyses revealed a significant and positive relationship between learning motivation and absenteeism attitudes, and a weaker but still significant positive relationship between learning motivation and academic goal orientation. Regression analyses showed that academic goal orientation and absenteeism attitudes together significantly predicted learning motivation. These results suggest that, within the examined sample, students’ academic orientations and their attitudes toward class participation may play a determining role in their intrinsic motivation toward learning processes.

Bu araştırmanın amacı, üniversite öğrencilerinin öğrenme motivasyonu, akademik hedef yönelimi ve devamsızlıkla ilgili tutum düzeylerini belirlemek, bu değişkenler arasındaki ilişkileri incelemek ve akademik hedef yönelimi ile devamsızlık tutumlarının öğrenme motivasyonunu yordama gücünü ortaya koymaktır. Araştırma, nicel araştırma yöntemlerinden keşifsel nitelikte ilişkisel tarama modeliyle yürütülmüştür. Çalışma grubunu 2024-2025 eğitim-öğretim yılında Batı Karadeniz bölgesindeki bir üniversitede öğrenim gören 206 üniversite öğrencisi oluşturmaktadır. Veri toplama sürecinde Öğrenme Motivasyonu Ölçeği, Akademik Hedef Yönelimi Ölçeği ve Devamsızlık Tutumları Ölçeği kullanılmıştır. Elde edilen bulgular, öğrencilerin öğrenme motivasyon düzeylerinin orta ile yüksek arasında; akademik hedef yönelimi ve devamsızlık tutumu düzeylerinin ise orta ile üst arasında değiştiğini ortaya koymaktadır. Korelasyon analizleri, öğrenme motivasyonu ile devamsızlık tutumu arasında pozitif yönde ve anlamlı bir ilişki, öğrenme motivasyonu ile akademik hedef yönelimi arasında ise pozitif ve düşük düzeyde anlamlı bir ilişki olduğunu ortaya koymaktadır. Regresyon analizleri, akademik hedef yönelimi ve devamsızlılık tutumlarının birlikte öğrenme motivasyonunu anlamlı düzeyde yordadığını göstermektedir. Bu sonuçlar, incelenen örneklem özelinde, öğrencilerin akademik yönelimlerinin ve derslere katılım tutumlarının öğrenme süreçlerine yönelik içsel motivasyonları üzerinde belirleyici olabileceğini düşündürmektedir.

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