How Students’ Views on Educational Factors Influence Their Achievement Motivation and Learning Approaches? Comparison of Perspectives

This comparative study was conducted to explore achievement motivation and learning approaches of agricultural students and to examine students’ views on educational factors influencing their achievement motivation and learning approaches. The statistical population of this study comprised agricultural students of Tehran University (Tehran, Iran) and Ghent University (Belgium). A sample of 89 agricultural students from Tehran University and 85 agricultural students from Ghent University participated in this study, using the random sampling method. A questionnaire was used to obtain data on respondents’ demographic characteristics, viewpoints on educational factors, achievement motivation, and learning approaches of respondents. Validity and reliability coefficient of the instrument were determined through opinions of professors and application of coefficient alpha (more than 0.8 for different parts). Based on the results, there was no significant difference between the two groups (Iranian and Flemish students) on intrinsic motivation, while the two groups showed significant difference on extrinsic motivation. There were, also, differences between the two groups of students regarding deep approach to learning. This study implied that both similarities and differences can be observed on the factors influencing achievement motivation and learning approaches of agricultural students in different learning contexts. Based on the findings, conclusions were drawn and recommendations were put forth