Evaluation of achievement orientation in architectural desing education

The achievement orientation of individuals in architectural design education which has different characteristics stemming from the profession's nature is of utmost importance. The thesis aims to measure this aspect in individuals during the process of education in a conceptual model, and evaluate the findings for individuals as students, educators, and the institutions as actors of the process itself. Under the stated context, development of architectural education up to this date, concepts of learning, motivation, emotional intelligence which is represented by EQ factors, are taken into consideration. The dissertation comprises five sections. The introduction gives a layout of the problem followed by the second section giving the aims, scope and methodology of the research. The third section deals with theoretical backgrounds on psychological and educational aspects which are relevant to solving the question of conveying architectural design practice to non experienced. In this section, an approach to obtain the realization degree of general hypothesis as "Intrinsic motivation affects the achievement motivation" under true conditions is explored. The fourth section deals with the field study, in view of the theoretical frame laid out in the previous section. The intrinsic motivations of a cohort of 26 subject students were measured as Bar-ON EQ by observing them in a semester of 15 weeks in studio environment. For this, separate checklists were prepared together with studio teachers under a planned collaboration to ensure objective data. Furthermore, during observations, videos of the subjects in design studio were shot systematically with intervals as deemed proper. After compilation of data, the evaluation of Bar-ON scale was made-by the contribution of Multi Health Systems Inc., Ontario-Canada. These evaluations were compared with the achievement orientation points and end-of-year points of the subjects on the SPSS statistics program. This was performed under the contribution and help of Baltaş-Baltaş Management, Education and Consultancy Center, Istanbul. The fifth section discusses and evaluates the results obtained by field study. Lists and additional raw data obtained during field studies can be found in the annex. There is also a small glossary of terms throwing light to terms used within the dissertation. Key words: Architectural design education, learning, motivation, emotional intelligence (EQ), achievement orientation