The Relationship between Academic Attitude and Achievement Motivation with Student's Perceptions of the Quality of Curriculum

This study was conducted with the purpose ofinvestigating the relationship between academic attitude and achievement motivation with student's perception of the quality of curriculum in the elementary education courses. This study was conducted through correlation and the statistical population for this study was 93 students. Due to the limited number of statistical population, the entire population was selected through convenience sampling. The data were collected through Achievement Motivation in Learning Questionnaire designed by RezaBakhsh(1994), Academic Attitude Questionnaire designed by Akbari(2004), and a researcher-made questionnaire that was used to evaluate the Student's Perceptions of the Quality of Curriculum. The reliability of the questionnaires were calculated for the research tools through Cronbach's alpha and the results is as follows:.74 for Achievement Motivationin Learning Questionnaire, .82 for Academic attitude questionnaire, and .86 for quality of the curriculum questionnaire. The validity was confirmed according to the expert's views. The Pearson correlation test, regression analysis and independent t-test were used to analyze the data. The results showed thatthere is a significant relationship between academic attitudes and achievement motivation in learning with perception of students form the quality of curriculum among the students studying elementary education. There was no significant difference between academic attitudes and achievement motivation in learning and student's perceptions of the quality of the curriculum in the field of elementary education. The student's perception of the quality of the curriculum could be explained through the academic attitude and achievement motivation of the students.