Akademik Veri Yönetim Sistemi
Journal of the Faculty of Engineering and Architecture of Gazi University, cilt.39, sa.4, ss.2525-2538, 2024 (SCI-Expanded)
The primary focus of this research, an empirical exploration centered on learning processes, motivation, and personality traits within architectural education, lies in defining these three concepts and identifying suitable inventories for assessing these phenomena specifically within the context of architectural learning. In architectural education, the learning process in the context of preferences and characteristics in receiving and processing information is related to the capacity for visual and verbal cooperation with information. The multidimensionality of architecture, as well as its ability to differentiate itself from numerous common methodologies and subjects in other fields, has a significant impact on education. For this reason, architecture students cannot be readily divided into learning process groups based on a single aspect of the architectural discipline. This study aims to examine the relationship between learning process, personality, and motivation among 150 senior architecture students through The Inventory of Learning Processes (ILP), Big Five Inventory (BFI) and The Work Preference Inventory (WPI). The outcomes revealed that among senior architecture students, the primary learning approach was found to be elaborative processing, strongly linked to conscientiousness, enjoyment, and external rewards. Educators can integrate these attributes into their instructional material design. The findings highlight the importance of understanding the interactions between learning process, motivation, and personlity traits which can inform curriculum design.