Yaman, HakanDündar, SefaAyvaz, Ülkü2021-06-232021-06-2320151307-9298https://hdl.handle.net/20.500.12491/4672https://www.scopus.com/inward/record.uri?eid=2-s2.0-84928391156&partnerID=40&md5=a577c521389f713e4c501d04ebad60c8The aim of this study is to reveal whether there is relation between achievement motivations of teacher candidates according to their cognitive styles and motivation styles or not. This study was designed as a quantitative study due to collecting quantitative data and running statistical analyses. Both comparative and correlational survey methods were used because of the fact that it was aimed to determine cognitive styles, motivation styles and achievement motivation of the teacher candidates and to investigate the relationship between these variables. Findings revealed that achievement motivations of the teacher candidates did not differ significantly in terms of gender and cognitive styles. However, it was found that achievement motivations of the teacher candidates differed significantly in terms of their grade levels and motivation styles. © IEJEE.eninfo:eu-repo/semantics/closedAccessAchievement MotivationField dependent-field Independent Cognitive StylesPrimary Mathematics Teacher CandidatesArticle721251422-s2.0-84928391156Q3