Abstract

Investigating the relationship between the learning approaches and achievement-focused motivations of the prospective visual arts teachers is the purpose of this study. The data of the research, in which the survey model was employed, were collected from 115 prospective visual arts teachers. As the data collection tool, the Achievement Focused Motivation Scale (AFMS), and the Learning Strategies Scale (LSS) were applied. The descriptive analysis was used to test the learning approaches and achievement-focused motivation levels of the prospective visual arts teachers, the independent samplings t-test to test the achievement focused motivation difference according to the gender, the One-way Variance Analysis to investigate the difference according to the class level. According to the research, it was found that the achievement focused motivation levels of the prospective visual arts teachers was pretty high; nevertheless, no significant difference was found in the achievement focused motivation levels according to the gender and class level. However, a significant difference was encountered in the Learning Approach dimension according to the class level. In addition, it was found in the study that a positive, high level of relationship was observed between the Achievement Focused Motivation and the Learning Approaches, In-depth Teaching Approach and Strategic Approach.

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