The aim of this research is to examine the relationship between university students' attitudes towards learning and their academic motivations. This is a relational survey model study and the population composed of university students studying at a state university. The sample is composed of the university students determined according to stratified sampling method among the related university students. The "Attitude Toward Learning Scale" and "Academic Motivation Scale" were used in the study. According to the results of the study, it was found that the students' attitudes and motivations for learning differ in favor of the females, there was a moderately positive and meaningful relationship between attitude towards learning and academic motivation, and that there was no significant difference in academic motivation as well as in attitudes towards learning of students according to school type. In addition, it was concluded that there was a high and positive correlation between intrinsic and extrinsic motivation and academic motivation, and that there was a low and negative correlation between amotivation and academic motivation.

The aim of the study is to analysis of the prospective teachers' self-efficacy towards educational technology standards and to examine the divergence of the students' self-efficacy according to the variables of gender, class, educational program and personal computer availability. The study is in survey model. The population of the study consists of prospective teachers who study in the first and fourth grade of education faculty of a state university during the fall semester of 2012-2013 academic year. The sample of the study consists of 568 individuals selected within the population by convenience sampling method. As a data collection tool, five point Likert type consisting of 6 sub-dimensions and 41 items of Self-Efficacy Scale for Educational Technology Standards' for prospective teachers was used. In data analysis, Mann-Whitney U and Kruskal-Wallis H tests were used as the distribution could not meet the normality assumption. According to the results obtained from the study, it has been determined that the self-efficacy perceptions of the prospective teachers for the educational technology standards are generally high. While the dimensions that the prospective teachers find themselves as most competent are productivity and professional practices, the dimensions they find themselves as least competent are social, ethical, legal and humanitarian issues. While there was no significant difference in the self-efficacy of the prospective teachers compared to the gender variable, there was a significant difference according to class, educational program and having personal computer variables.

The aim of this study is to examine the relationship between the secondary school students’ level of effectiveparticipation and their motivation. This study employs a survey consisting of 251 secondary school students from theschools located in Iğdır and Erzurum, in East of Turkey. The data of the study were gathered through "EffectiveParticipation Scale" and "Intrinsic-Extrinsic Motivation Scale". The analysis of the obtained data showed that femalesecondary school students are academically more engaged than the male students and male secondary schoolstudents are more disaffected than the female students. It has been found that students engage in English and Turkishlessons more than Mathematics and they are disaffected with Mathematics at most. It has been determined thatacademically engaged students’ intrinsic motivations increase in the positive direction while that of the disaffectedstudents’ decrease as the class levels increase.

In this study, it has been aimed to examine the multiple intelligence areas of vocational school students in terms of various variables. The target population of this study in which the survey model, one of the quantitative research methods has been used constitutes the students who receive education in the vocational schools of a state university during spring semester of 2017-2018 academic year. The sample is composed of 260 students determined by simple random sampling method from the related target population. As data collection tool, "Personal Information Form" and "Multiple Intelligence Areas Inventory" that was developed by Armstrong (1993) and organized by Saban ( 2002) have been used. As a result of the normality analyses, it has been determined that the data are not normally distributed. Thus, Mann Whitney U test and Kruskal Wallis test which are not among the parametric tests have been used in the data analyses. In the study, the answers given by the students to the Multiple Intelligence Areas Inventory were evaluated and the results indicated that students' interpersonal intelligence levels were found high and the other intelligence levels were low. In addition to this, while the results of the study did not reveal any significant differences between the genders of students and multiple intelligence areas, statistically significant differences were found between the types of education, departments and multiple intelligence areas.

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