The main purpose of this study was to explore the relationship between academic achievement and motivation. In addition, motivational differences between gender and year level were investigated. Pre-service chemistry teachers (n=168 ) completed the Academic Motivation Scale (AMS) which was prepared by Vallerend (1992) as an intrument. The AMS consisted of 28 Likert-type scale questions related to intrinsic motivation (to know, toward accomplishment, and to experience stimulation), extrinsic motivation (identified, introjected, and external regulation) and amotivation. The results indicated that there is only one significant relationship that is between academic achievement and two intrinsic motivation subscales (to know and to experience stimulation). Besides, females got higher scores in all motivation types. The results show only significant differences between males and females for intrinsic motivation to experience stimulation. With regard to year level, there is significant difference in motivation by year in one subscale of extrinsic motivation introjected.

Keywords: chemistry education, motivation, academic achievement, gender, year level