چکیده (انگلیسی):

The aim of this study is to determine whether the approaches to learning and age are significantly correlated to
grade point average (GPA) in early childhood education students. In addition, another purpose of this study is to
determine whether approaches to learning and age predicted students’ GPAs in the Early Childhood Education
Department. The sampling of the study consists of 166 students in total (158 female and 8 male; 86 junior and 80
senior) who studied at Georgia Southern University in the United States of America College of Education, Teaching
and Learning Department’s Early Childhood Education program. The research model is a prediction study. The
data in this study was collected using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) and a
personal information form. The findings were as follow: there was a positive relationship between students’ GPAs
and the deep approach. There was a negative relationship between GPAs and the surface approach. There was no
significant relationship between GPAs and approaches to the total score of learning. While there were no significant
relationships between students’ ages and deep motivation and surface motivation strategies, an association was
found between age and approaches to total scores of learning total. The approaches to total score of learning were
not significant predictors of GPA.