Abstract:

In this research, the relationship between learning approaches and academic engagement of teachers aimed to be examined. The research carried out as survey model is executed by the data obtained from 194 students who responded the questions in data collection tools appropriately. The data is collected via the study process questionnaire adapted into Turkish by Yılmaz and Orhan 2011 , academic engagement scale developed by Korucu 2013 and the personal information form established by the authors. According to the study process questionnaire, 137 out of 194 students have deep approach while 57 students have surface approach. In addition, the scores received from academic engagement scale by students are demonstrated a significant difference by gender. According to the findings, there is a significant relationship between the scores gathered from deep learning of study process questionnaire and academic engagement scale at intermediate level in positive direction. There is no significant relationship between the scores gathered from surface learning of study process questionnaire and academic engagement scale.

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