Examination of the relationship between academic belonging, motivation and success levels of theology faculty students

This study investigates the interplay between academic belonging, academic motivation, and academic success among theology faculty students. To this end, a hypothetical model centered on academic success was developed. This model posits that academic belonging predicts academic motivation, academic motivation predicts academic belonging, and both constructs significantly predict academic success. This study employed a correlational survey design to ascertain the relationships among academic belonging, motivation, and success. Academic belonging among theology faculty students was measured using the Academic Belonging Scale (Kızılkaya & Doğan). Academic motivation levels were assessed using the Turkish adaptation (Karagüven) of the Academic Motivation Scale. Students' end-of-year GPAs served as the indicator of academic success. The target population comprised students enrolled in the Faculties of Theology at Akdeniz University, Burdur Mehmet Akif Ersoy University, and Süleyman Demirel University. The sample consisted of 548 participants. Data analysis was conducted using SPSS version 25.00, involving structural equation modeling (confirmatory factor analysis), relational analyses (regression and correlation), and statistical tests to identify inter-group differences. The study's analyses demonstrated a positive relationship between academic belonging and academic success, although the strength of this association was limited. Furthermore, a weak positive relationship was found to exist between academic motivation and academic success. Notably, a positive and moderate relationship was observed between students' academic belonging and their level of academic motivation. This study concludes that theology faculty students' sense of belonging to their field positively contributes to their academic success. Furthermore, considering the positive influence of belonging on motivation and the subsequent indirect contribution of motivation to success, it is inferred that belonging predicts academic success, in part, by enhancing motivation.