The relationship between academic success of architecture students and their levels of motivation and cognitive flexibility: The case of Çankaya University

This study aims to investigate the relationship between academic success, motivation levels, and cognitive flexibility among students of the Faculty of Architecture at Çankaya University. In line with this aim, data were collected from 156 undergraduate students, who completed a sociodemographic information form, the Academic Motivation Scale, and the Cognitive Control and Flexibility Scale. Data analysis was conducted using TURCOSA statistical software. The findings from this study provide significant insights into participants' demographic characteristics and their performance on various psychological scales. The results indicate that gender has a significant effect on levels of amotivation and cognitive flexibility. However, no significant difference was observed between the Cognitive Control and Flexibility Scale and intrinsic or extrinsic motivation concerning the father's education level (p > .05). Nonetheless, amotivation scale scores showed statistically significant differences based on the father's education level (p < .05). Additionally, the findings reveal no significant differences in cognitive control, cognitive flexibility, or motivation levels between employed and unemployed students (p > .05). A weak positive correlation (r = 0.316) was found between the flexibility in evaluation and coping subscale of the Cognitive Control and Flexibility Scale and intrinsic motivation. Although weak, the relationships between cognitive control and flexibility with motivation and amotivation were present. These findings suggest that individuals' cognitive abilities may influence their motivational states, potentially impacting academic success, thus warranting further in-depth research. Research in this area emphasizes the importance of intervention and support programs for academic success and suggests developing strategies to enhance individuals' motivation and cognitive flexibility levels. These results are compared and discussed in light of previous research in the literature. Based on the study's findings, educational strategies are recommended to improve students' academic success.