Examining of the relationship between college students' leadership and academic motivation levels

In this study, it is aimed to examine the relationship between university students' leadership and their academic motivation levels. The research model is relational descriptive study. 421 students studying at Amasya University Faculty of Education in the 2023-2024 academic year participated in the study. In the study, Leadership Characteristics Scale and Academic Motivation Scale were used. Students' opinions about the variables were indicated as mean and standard deviation calculations and the situation of significant differences according to different variables were analysed by t-test and one-way ANOVA. In addition, the relationship between the variables was analysed using Pearson product-moment correlation coefficients. The summary of the research findings is as follows: University students' levels of displaying leadership qualities were found at a mean level, their academic motivation levels were found above mean. When the sub-dimensions were analysed, it was seen that the highest mean was in the sub-dimension of being trustworthy and the lowest mean was in the sub-dimension of persuasion ability in the Leadership Characteristics Scale. In the Academic Motivation Scale, it was determined that the highest mean was in the extrinsic motivation recognition subdimension, the lowest mean was in the amotivation sub-dimension. Within the scope of the research, when student opinions were analysed according to various variables, it was seen that leadership characteristics showed significant differences according to class and department variables. Furthermore, a significant difference was found in the sub-dimensions of selfconfidence and problem solving according to the grade variable. In the department variable, a significant difference was observed in the sub-dimensions of self-confidence, working with group and being reliable. When the other variables were analysed, it was seen that gender variable had a significant difference only in the sub-dimension of taking responsibility, age variable had a significant difference only in the sub-dimension of persuasion ability, success variable had a significant difference in the sub-dimensions of being reliable, taking responsibility and working with group. When the level of academic motivation was considered, a significant difference was detected according to gender and age variables. Accordingly, the academic motivation levels of female students were found higher than those of male students and the academic motivation levels of students between the ages of 17-20 were found higher than those of other age groups. Furthermore, according to gender variable, a significant difference was found in the sub-dimensions of intrinsic motivation-to know, intrinsic motivation-to accomplish, extrinsic motivation-identified, extrinsic motivation-regulation and amotivation. According to the age variable, a significant difference was detected in the subdimensions of extrinsic motivation recognition, extrinsic motivation-introjected and extrinsic motivation regulation. According to grade, department and success variables, significant differences were found in some sub-dimensions. Accordingly, it was detected that there was a significant difference in the sub-dimensions of extrinsic motivation-introjected in grade variable, extrinsic motivation-recognition and extrinsic motivation-introjected in department variable, and extrinsic motivation-recognition, extrinsic motivation-introjected and amotivation in success variable. When the relationship between students' leadership characteristics and academic motivation levels was examined, it was seen that there was a weak, positive, significant relationship.