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dc.contributorMimarlık Fakültesi / Faculty of Architecture Mimarlık / Architecturetr_TR
dc.contributor.authorBirer, Emel
dc.date.accessioned2018-11-10T11:07:17Z
dc.date.available2018-11-10T11:07:17Z
dc.date.issued2012
dc.identifier25tr_TR
dc.identifier25tr_TR
dc.identifier25tr_TR
dc.identifier.urihttps://hdl.handle.net/11413/3258
dc.description.abstractThe purpose of this study is to research the concept of achievement orientation in architecture education throughout the education periods of students, and to render the findings sharable with students and education professionals. The findings were gathered through measuring the intrinsic motivations of students in their first year of architectural education and comparing the effect of these measurement results on the students’ graduation year. The reason why the study steers towards the field of psychology is the thought that motivation is a necessary element for achieving success and affects architectural design education in a fundamental way. Motivation is a part of the emotional intelligence, an area which is now measurable in psychology.tr_TR
dc.language.isoen_UStr_TR
dc.relationGazi University Jounal of Sciencetr_TR
dc.subjectArchitectural design educationtr_TR
dc.subjectmotivationtr_TR
dc.subjectemotional intelligencetr_TR
dc.subjectachievement orientationtr_TR
dc.titleAn Evaluation of the Effect of Emotional Intelligence on Achievement Orientation in Architectural Design Educationtr_TR
dc.typeArticletr_TR
dc.contributor.authorID118846tr_TR
dc.identifier.scopus2-s2.0-84860157664


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