Differences in The Motivation for Learning and Academic Achievement of Preparatory Year Students at King Saud University in accordance with the Meta-emotional patterns of faculty Members

Abstract

The current study aims to reveal the differences of motivation related to learning and academic achievement of Preparatory Year students at King Saud University in accordance with the meta-affective styles of faculty members. The study sample consists of (603) students and (112) faculty members from Preparatory Year, King Saud University. To achieve the objectives, the meta-affective styles scale and learning motivation scale designed by the author are used. The academic achievement of students was estimated by calculating the mean values. The result of this study shows that there are statistically significant differences between students’ mean scores of faculty members adopting the affective coaching style and students’ mean scores of faculty members overlooking the affective impact on learning motivation and academic achievement inclining to students of faculty members adopting the affective coaching style. There are statistically significant differences between students’ mean scores of faculty members adopting the affective coaching style and students’ mean scores of faculty members overlooking the affective impact on learning motivation and academic achievement inclining to students of faculty members adopting the affective coaching style. In addition, there are statistically significant differences between students’ mean scores of faculty members rejecting the affective impact and students’ mean scores of faculty members overlooking it on learning motivation and academic achievement inclining to students of faculty members rejecting the affective impact on students.