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The purpose of this study was to determine whether academic motivation and academic self-regulated learning predicted students' GPAs in the Early Childhood Education Department. The study participants consisted of 166 early childhood education majors enrolled in the 2014 spring semester at Georgia Southern University, USA. Data were gathered using the "academic motivation scale" developed by Vallerand et al. (1992), and the "academic self-regulated learning scale" developed by Mango (2010). Thedoi:10.19030/jier.v11i2.9190 fatcat:cqtkxohnbzfvhngtwi3j2dxiay