Student achievement is one of the most studied variables in the education system. In many studies, the relationship between success and motivation has been examined and it has been revealed that motivation is one of the variables that most affect student success and amotivation is among the reasons for failure. Answer-copy tendency, academic self-efficacy and self-esteem can also be characterized as variables highly related to academic amotivation and thus success. In this context, in this study, it was aimed to examine academic motivation in terms of answer-copy tendency, self-esteem and academic self-efficacy variables. The study group of this research, which is in the screening model, consists of 578 university students. Academic amotivation scale, answer-copy tendency scale, Rosenberg self-esteem scale, academic self-efficacy scale were used and a validity and reliability study was conducted for university students within the scope of the academic amotivation scale research. Answers were sought for the sub-objectives of the research by using the CHAID analysis. The variable that best explains the amotivation of university students in terms of each sub-dimension (value of task, ability beliefs, task characteristics, efford beliefs) is negative perception of exams and grades, which is a sub-dimension of the answer-copy tendency, especially based on students' disbelief in their abilities. On the other hand, it can be stated that the self-esteem variable comes to the fore in academic amotivation. It is also noted that students with relatively high self-esteem have higher academic self-efficacy and less answer-copy tendency and academic amotivation. Finally, it was determined that the variable that least explained each sub-dimension of academic amotivation was ethical values, which is the sub-dimension of the answer-copy tendency scale, which expresses students' ethical feelings. The most important suggestion of the research is that academic motivation should be increased in order to decrease the tendency of students to cheat.

Academic amotivation, Answer-copy tendency, Academic self-efficacy, Self-esteem, CHAID analysis