Tinto’s Construct of Academic Motivation, Integration and Performance – A Case From Turkey

摘要

The indirect effects of seven types of academic motivation on academic performances of 258 first year university students when mediated by academic integration are investigated. When these seven types were examined jointly in the statistical model used , it was found that academic integration mediated only the relationship between the intrinsic motivation to accomplish things and the first year grade point average. This suggests that students who attend university targeting a successful educational life may infer that the university is fostering their cognitive powers and academically they may exhibit a satisfactory performance. On the other hand, when each motivation type was examined individually by itself, it was found that intrinsic motivation to know was also indirectly related to grade point average, indicating that the students who relish learning are likely to garner the intellectual advantages of the university as well.