ABSTRACT
Academic achievement is dependent on a range of factors, such as social conditions, school and classroom features, teacher expectations and behaviour, peer group norms, parental support, and individual characteristics such as motivations, intelligence and social orientation. Learning and scholastic performance are highly complex processes in which many interacting factors play a role at different levels. These factors can be examined empirically from different perspectives. We will focus on Turkish students. In line with the rest of the book, our starting point is normative orientation.
