Abstract

• The main purpose of this study is to investigate academic motivation and college adjustment of student teachers from selected Education Degree Colleges. A total of 700 student teachers (Male=209, Female=491) from selected Education Degree Colleges were selected randomly in this study. Quantitative, descriptive research design and survey method were used in this study. The questionnaires were used to collect demographic information of the participants such as gender, subject combination, year and colleges. The Academic Motivation Scale by Robert J. Vallerand, Luc G. Pelletier, Marc R. Blais, & Nathalie M. Briere (1989) ) was used to measure academic motivation of Education Degree College students. Both descriptive and inferential statistics such as t test and ANOVA were carried out. The t test result revealed that there was no significant difference in academic motivation by gender (t=-1.533,p≥0.05). And them, the t test result revealed that there was significant difference in academic motivation by year (t=3.044,p<0.01). According to ANOVA result, there was no significant difference in academic motivation by subject combination (F=.632, p≥.532). There was significant difference in academic motivation by colleges (F=11.493, p<.001). And College Adjustment questionnaire, the Student Adaptation to College Questionnaire (SACQ); developed by Baker & Siryk, 1984, 1999) was used to measure college adjustment of Education Degree College student teachers. Both descriptive and inferential statistics such as t test and ANOVA were carried out. The t test result revealed that there was no significant difference in college adjustment by gender (t=1.067, p≥0.05). The t test result revealed that there was significant difference in college adjustment by year (t=3.728, p<0.001). According to ANOVA result, there was no significant difference in college adjustment by subject combination (F=.430,p≥.650). There was significant difference in college adjustment by colleges F=24.767, p<001). And, the result of correlation analysis revealed that academic motivation and college adjustment was significantly correlated.