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Journals / ODÜ SOSYAL BİLİMLER ARAŞTIRMALARI DERGİSİ-ODÜSOBİAD / 2026 / Cilt: 16 Sayı: 3

Determination of academic motivation profiles of culinary vocational program students

Ön lisans aşçılık programı öğrencilerinin akademik motivasyon profillerinin belirlenmesi

Kenan Pala(ORDU ÜNİVERSİTESİ)0000-0003-4903-1433
Pages
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Publication Date
2026-09-23
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results indicate that associate degree Culinary Arts students do not form a homogeneous group in terms of academic motivation.

📌 3 Key Takeaways

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Objective & Hypothesis:This study aims to identify the academic motivation profiles among associate degree Culinary Arts students and to examine whether these profiles differ by demographic and educational variables.
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Key Findings & Data:The sample consisted of 441 students enrolled in associate degree Culinary Arts programs.
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Conclusion & Impact:The results indicate that associate degree Culinary Arts students do not form a homogeneous group in terms of academic motivation.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Akademik motivasyon · aşçılık eğitimi · öz-belirleme kuramı

Abstract

This study aims to identify the academic motivation profiles among associate degree Culinary Arts students and to examine whether these profiles differ by demographic and educational variables. The study employed a quantitative cross-sectional survey. The sample consisted of 441 students enrolled in associate degree Culinary Arts programs. Data were collected using a Demographic and Educational Information Form and the Turkish version of the Academic Motivation Scale (AMS-C 28). Data analysis included descriptive statistics, reliability analysis, Pearson correlation analysis, cluster analysis, Welch ANOVA, Games-Howell post hoc test, chi-square test, and Cramer’s V. The findings showed that students had relatively high mean scores on intrinsic motivation to know, identified extrinsic motivation, and external regulation. As a result of the cluster analysis, four academic motivation profiles were identified: high academic motivation, learning/goal-oriented motivation, low academic motivation, and mixed/indecisive motivation. The profiles differed significantly across all AMS-C 28 subdimensions. In addition, academic motivation profiles were significantly associated with gender, year of study, voluntary program choice, intention to re-choose the department, internship experience, and intention to work in the sector after graduation. The results indicate that associate degree Culinary Arts students do not form a homogeneous group in terms of academic motivation. In particular, students in the mixed/indecisive and low motivation profiles require closer attention and educational support. This study contributes to the literature by examining academic motivation in culinary education through a person-centered approach grounded in Self-Determination Theory.

Özet

Bu araştırmanın amacı, ön lisans Aşçılık Programı öğrencilerinin akademik motivasyon profillerini belirlemek ve bu profillerin demografik ve eğitsel değişkenlere göre farklılaşıp farklılaşmadığını incelemektir. Araştırma, nicel araştırma yaklaşımı doğrultusunda kesitsel tarama deseniyle yürütülmüştür. Araştırmanın örneklemini ön lisans Aşçılık Programında öğrenim gören 441 öğrenci oluşturmaktadır. Veriler, Demografik ve Eğitsel Bilgi Formu ile Academic Motivation Scale’in Türkçe uyarlaması olan Akademik Motivasyon Ölçeği (AMS-C 28) kullanılarak toplanmıştır. Verilerin analizinde betimsel istatistikler, güvenilirlik analizi, Pearson korelasyon analizi, kümeleme analizi, Welch ANOVA, Games-Howell post hoc testi, ki-kare testi ve Cramer’s V katsayısı kullanılmıştır. Bulgular, öğrencilerin bilmeye yönelik içsel motivasyon, belirlenmiş dışsal motivasyon ve dışsal motivasyon-dış düzenleme boyutlarında görece yüksek ortalamalara sahip olduğunu göstermiştir. Kümeleme analizi sonucunda öğrencilerin yüksek akademik motivasyon, öğrenme/amaç odaklı motivasyon, düşük akademik motivasyon ve karma/kararsız motivasyon olmak üzere dört profile ayrıldığı belirlenmiştir. Profil grupları AMS-C 28’in tüm alt boyutlarında anlamlı biçimde farklılaşmıştır. Ayrıca akademik motivasyon profilleri; cinsiyet, sınıf düzeyi, programı isteyerek seçme, bölümü tekrar seçme niyeti, staj yapma durumu ve mezuniyet sonrası sektörde çalışma isteği değişkenleriyle anlamlı ilişki göstermiştir. Sonuçlar, ön lisans aşçılık öğrencilerinin akademik motivasyon açısından homojen bir yapı göstermediğini ve özellikle karma/kararsız profil ile düşük motivasyon profilindeki öğrencilerin eğitim sürecinde desteklenmesi gerektiğini ortaya koymaktadır. Bu çalışma, Öz-Belirleme Kuramı temelinde akademik motivasyonu kişi merkezli bir yaklaşımla inceleyerek aşçılık eğitimi literatürüne katkı sunmaktadır.

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Cite This Article

Pala, K. (2026). Determination of academic motivation profiles of culinary vocational program students. ODÜ SOSYAL BİLİMLER ARAŞTIRMALARI DERGİSİ-ODÜSOBİAD, Cilt: 16 Sayı: 3. https://doi.org/10.48146/odusobiad.1951540

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