ABSTRACT
Lack of motivation of students is a major concern for the instructors and administration in universities, and it is in their interest to address these issues in the most effective and efficient way. The purpose of this explanatory sequential mixed-method study is to examine the predictive power of the learning environment on student academic motivation and to learn students' opinions on this issue. One hundred twenty students enrolled at the Molecular Biology and Genetics program completed the Academic Motivation and Learning Environment Perception scales, Quantitative findings indicated that only the activities dimension of the learning environment has a predictive power on academic motivation. Focus group interviews conducted with 16 students validated the quantitative findings. Students particularly drew attention to activities that foster active participation in the learning process, emphasizing the vitality of being engaged and of having real-life experiences in their learning environment.
