@article{article_847145, title={The Relationship between Academic Amotivation and Academic Achievement: A Study on Middle School Students}, journal={Journal of Theoretical Educational Sciences}, volume={14}, pages={389–410}, year={2021}, DOI={10.30831/akukeg.847145}, author={Ilter, İlhan}, keywords={motivasyon, öz-belirleme kuramı, motivasyonsuzluk}, abstract={This study examined the predictive effect of academic amotivation on academic achievement (as measured by GPA) of middle-school students. Also, it was examined whether the level of academic amotivation of students would vary by gender variable. A total of 342 eighth-grade students from middle schools located in Turkey participated in the study. Data were collected from the Academic Amotivation Scale. Pearson’s correlation coefficient, t-test for independent groups, and simple linear regression analysis were used for data analysis. Regression analysis results showed that amotivation was a significant negative predictor of academic achievement and accounted for 15% of the total variance in academic achievement. With regarding gender differences, the results indicate that significant differences were found between the levels of amotivation of students according to their gender. The reason for the gender difference was that level of amotivation due to lack of effort beliefs, less values placed on the tasks, and perceptions about the characteristics of the tasks, for boys were found to be higher than for girls.}, number={3}, publisher={Afyon Kocatepe Üniversitesi}