The Moderating Effect of Achievement Motivation on Relationship of Learning Approaches and Academic Achievement

Abstract
Background
Previous studies showed that learning approaches correlated to academic achievement and achievement motivation is related with Learning approaches itself.

Purpose
The purpose of this study was to study the moderating role of achievement motivation on relationship of learning approaches and academic achievement.

Method
In order to the research 200 college students (100 female and 100 mole) including psychology and educational sciences students were selected randomly using simple random sampling. Learning approaches and achievement motivation questionnaire were administered, the last academic averages were gathered as academic achievement.

Results
The findings revealed that the achievement motivation moderated relationship of learning approaches and academic achievement significantly (p<0.05).

Conclusion
achievement motivation affect the selection of learning approaches and it will have considerable effect on academic achievements, that is, level of academic motivation affect the impact of learning approaches on academic achievement.