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The aim of this study is to determine if approaches to learning and academic motivation together predict grade point averages (GPAs) of students who study at Primary School Education and Preschool Education in Turkey and of students who study at Early Childhood Education in the US. The first group of participants included 166 third- and fourth-year students at Georgia Southern University's Early Childhood Education Department during the 2014 spring semester. The second group of participantsdoi:10.19030/tlc.v12i2.9200 fatcat:yodwof4ikzf6pa2nkpcv2fcvtu