Motywacja do studiów na kierunku turystyka i rekreacja w różnych typach uczelni

The aim of this study was to present the tool used to identify, analyse and diagnose students’ motivation to study. The research is based on the Self Determination Theory. This research included 442 students of tourism and recreation at three types of universities. The Academic Motivation Scale was used and the method of the diagnostic survey using the questionnaire technique was applied. Results indicated that the respondents were a homogeneous group. The students scored the highest on two subscales of extrinsic motivation (external regulation and identification) and on the subscale of intrinsic motivation to know. Results revealed significant difference between female students of different universities regarding amotivation. Female students of the university of economics scored higher on amotivation than female students of other universities. Diagnosis of students’ motivation requires regular monitoring and should be done at least two times every education cycle. The most alarming result regarding students’ motivation to study is the high, or even soaring level of amotivation. Conversely, the internal motivation is the most autonomous and therefore the most desirable type of motivation for students and should be nurtured. Internal motivation refers to the act of doing something for the sole pleasure of the activity, excluding the external structure of punishment and reward, the so-called “carrot and stick” method.

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Examining the Validity of the Academic Motivation Scale by Comparing Scale Construction to Self-Determination Theory

Psychological Reports ◽

10.2466/pr0.2000.86.2.560 ◽

2000 ◽

Vol 86 (2) ◽

pp. 560-564 ◽

Cited By ~ 28

Author(s):

Kevin O. Cokley

Keyword(s):

Intrinsic Motivation ◽

Negative Correlation ◽

Extrinsic Motivation ◽

Academic Motivation ◽

Self Determination Theory ◽

Scale Construction ◽

Self Determination ◽

Academic Motivation Scale ◽

Motivation Scale ◽

Identified Regulation

This study examined the construct validity of the Academic Motivation Scale. Specifically, subscale correlations were examined to assess whether support for a continuum of self-determination would be provided. The three types of Intrinsic Motivation were significantly and positively correlated with each other .67, .62, and .58, while the three types of Extrinsic Motivation were significantly and positively intercorrelated .50, .49, and .45. The former subscales, however, correlated higher with Introjected Regulation than Identified Regulation, suggesting that Introjected Regulation may be indicative of more self-determined behavior than has previously been believed. Also, the Intrinsic Motivation To Accomplish subscale had a stronger relationship with two of the Extrinsic Motivation subscales, Identified Regulation and Introjected Regulation, than did the Extrinsic Motivation subscales with each other. This suggests that the differences between Extrinsic and Intrinsic Motivation are not as obvious as has been believed. Also, contrary to self-determination theory, Amotivation had a stronger negative correlation with Identified Regulation ( r = −.31) than with any of the Intrinsic Motivation subscales ( rs = −.27, −.19, and –.11).

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The Academic Motivation Scale (AMS): Factorial Structure, Validity and Reliability of The Romanian Version

10.47040/sd0000068 ◽

2019 ◽

Vol 10 (1) ◽

pp. 29-40

Author(s):

Amalia Miulescu

Keyword(s):

Extrinsic Motivation ◽

Academic Motivation ◽

Temporal Stability ◽

Self Determination Theory ◽

Factorial Structure ◽

Validity And Reliability ◽

Academic Motivation Scale ◽

Different Types ◽

Motivation Scale ◽

The University

This study presents the Romanian adaptation of The Academic Motivation Scale (AMS). The AMS scale was based on Self-Determination Theory (Ryan & Deci, 1985) which identifies, along a continuum, from not self – determined behavior to self – determined, 3 different types of motivation: amotivation, extrinsic motivation and intrinsic motivation, grouped in seven dimensions. Two studies were conducted to examine the factorial structure and validity (i.e., construct, concurrent and predictive validity) of the scale along with its reliability properties. For study 1, the results obtained from a sample that included 228 students from the University of Bucharest, confirmed the 7 factors structure of the scale and verified adequate psychometric properties of this version (Cronbach alpha ranged between .69 to .87 with a mean of .81). Study 2, evaluated the temporal stability using a sample of 107 participants (r test-retest, ranged from .52 to .69). The findings of the present study showed that AMS is a valid measure and can be used in the Romanian cultural area.

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The Academic Motivation Scale (AMS): Factorial Structure, Validity and Reliability of The Romanian Version

10.47040/sd/sdpsych.v10i1.90 ◽

2019 ◽

Vol 10 (1) ◽

pp. 29-40

Author(s):

Amalia Miulescu

Keyword(s):

Extrinsic Motivation ◽

Academic Motivation ◽

Temporal Stability ◽

Self Determination Theory ◽

Factorial Structure ◽

Validity And Reliability ◽

Academic Motivation Scale ◽

Different Types ◽

Motivation Scale ◽

The University

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Motivaciones para la práctica deportiva en escolares federados y no federados (Motivations for practicing sports in federate and non-federate students)

Retos ◽

10.47197/retos.v0i25.34485 ◽

2015 ◽

pp. 80-84

Author(s):

Manuel Isorna Folgar ◽

Antonio Rial Boubeta ◽

Raquel Vaquero-Cristóbal

Keyword(s):

Physical Exercise ◽

Intrinsic Motivation ◽

Self Determination Theory ◽

Female Students ◽

Self Determination ◽

Men Students ◽

External Regulation ◽

Motivational Profile ◽

Las Mujeres ◽

Identified Regulation

En este artículo se analiza el perfil motivacional hacia la práctica de ejercicio físico entre los escolares de varios centros educativos a través de la Teoría de la Autodeterminación de Deci y Ryan, diferenciando los resultados en función del sexo, el modo de la práctica deportiva (federado vs. no federado) y el deporte practicado; así como conocer la influencia de la implantación de una unidad de iniciación en el ámbito escolar en la práctica de este deporte en horario extracurricular. Un total de 306 alumnos/as de 5º de primaria a 4º de la Educación Secundaria Obligatoria (ESO) con edades comprendidas entre los 9 y 16 años, los cuales pertenecían a centros educativos en los cuales se había dado una unidad didáctica de iniciación al piragüismo, completaron la versión en castellano del BREQ-2. Los resultados mostraron que sólo el 57.2% de los sujetos practicaban deporte federado, siendo la mayoría de ellos hombres. Se ha encontrado que los estudiantes tenían puntuaciones altas en motivación intrínseca, moderadas en regulación identificada y regulación introyectada, bajas en regulación externa y muy bajas en desmotivación, mostrando quienes practican deporte federado unos niveles más altos de motivación intrínseca y la regulación identificada que los que hacían deporte no federado. Los hombres mostraron una mayor motivación intrínseca que las mujeres. No se encontraron diferencias en función de la modalidad deportiva practicada. El fútbol fue el deporte más practicado, seguido del piragüismo y el baloncesto.Palabras clave: deporte, deporte federado, adolescentes, autodeterminación, ejercicio físico, piragüismo.Abstract: This paper analyzes the motivational profile in physical exercise among students from various schools with the Deci & Ryan’ self-determination theory. The results were divided according to sex, mode of sport (federated vs non-federated) and the sport modality, as well as know the influence of the implantation of an initiation unit in the school in the practice of this sport in extracurricular schedule. A total of 306 male / female students from Elementary 5th to 4º ESO, with ages between 9 and 16, who belonged to schools in which there had been teaching a didactical unit of initiation to canoeing, completed the Spanish version of the BREQ-2. The results showed only a 57.2% of the students did federate sport, most of them being men. Students had high scores in intrinsic motivation, moderate scores in identified regulation and introjected regulation, low scores in external regulation, and very low scores in demotivation. Federated sport practitioners showing higher levels of intrinsic motivation and identified regulation than those who did not federated sport. Men showed greater intrinsic motivation than women. No differences were found depending on the sport modality practiced. Football is the most popular sport, followed by canoeing and basketball.Key words: sport, federated sport, teenagers, self-determination, physical exercise, canoeing.

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Academic motivation in early adolescence based on self-determination theory

Zbornik Instituta za pedagoska istrazivanja ◽

10.2298/zipi1502222s ◽

2015 ◽

Vol 47 (2) ◽

pp. 222-248 ◽

Cited By ~ 1

Author(s):

Dusana Sarcevic

Keyword(s):

Early Adolescence ◽

Academic Motivation ◽

Self Determination Theory ◽

The Self ◽

Self Determination ◽

Psychometric Characteristics ◽

Theoretical Assumption ◽

Internal Motivation ◽

Total Agreement ◽

External Motivation

This paper has tested the most frequently used instrument for assessing academic motivation in adolescents, which measures seven aspects of motivation in accordance with the self-determination theory. In the first version of this questionnaire, four factors were singled out in the Serbian sample. Based on the first version, the second one was made under the name AMS, containing 32 items with five-degree categories of answers ranging from total disagreement to total agreement. The AMS questionnaire was administered on the convenient sample of 1.106 respondents aged 10 to 15 of both genders (51% female). Four factors were extracted, defined as Internal motivation, External motivation, Introjected motivation and Amotivation. The self-determination continuum has not been confirmed completely since some dimensions have a different status of self-determination than it was expected, while psychometric characteristics of the scales proved to be very good. Compared to the first version, this version of the questionnaire has better psychometric characteristics, reflects more clearly the theoretical assumption about the aspects of academic motivation and partially confirms its continuum. Hence, it can be stated that the AMS questionnaire is a good enough indicator of academic motivation in early adolescence.

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Therapeutic alliance and the relationship with motivation for recreational therapy treatment

American Journal of Recreation Therapy ◽

10.5055/ajrt.2017.0124 ◽

2017 ◽

Vol 16 (1) ◽

pp. 26

Author(s):

Melissa L. Zahl, PhD, CTRS-L ◽

Tim Passmore, EdD, CTRS-L, FDRT ◽

Taylor Cudd, MS, CTRS

Keyword(s):

Intrinsic Motivation ◽

Therapeutic Alliance ◽

Extrinsic Motivation ◽

Self Determination Theory ◽

Self Determination ◽

Recreational Therapy ◽

Treatment Goals ◽

External Regulation ◽

The Relationship ◽

Therapy Treatment

Recreational therapists employ different techniques to facilitate changes in health status and behaviors of patients. One concept which is often overlooked is the potential collaborative process between recreational therapy (RT) and the patient, which is fostered by agreements on treatment goals, consensus on tasks of therapy, and a positive bond between the patient and therapist. RT, in general, appears to be beneficial to advancing a patient to greater wellness; however, patients may still have issues with compliance, dropout, and maintenance of change. To address issues of dropout, compliance, and maintenance, it may be important to investigate motivation for RT. The purpose of this study was to determine if Therapeutic Alliance (TA) was correlated with motivation, as described by Self-Determination Theory, and where possible differences occurred. The results of the study confirm that a correlation exists between TA and motivation, and if a recreational therapist is able to develop and maintain a stronger TA with an individual or patient, intrinsic motivation for participation in RT sessions may exist. The results also indicate that patients reporting weaker TA also have higher amotivation correlation and external regulation. Amotivation and external regulation result in high levels of reported extrinsic motivation toward participation in RT session. Further research is needed to determine if length of time participating in RT treatment impacts the development of TA resulting in changes in reported intrinsic motivation for RT treatment.

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Motivation levels among traditional and open learning undergraduate students in India

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v13i3.1050 ◽

2012 ◽

Vol 13 (3) ◽

pp. 19 ◽

Cited By ~ 1

Author(s):

Shashi Singh ◽

Ajay Singh ◽

Kiran Singh

Keyword(s):

Undergraduate Students ◽

Education System ◽

Extrinsic Motivation ◽

Academic Motivation ◽

Traditional Education ◽

Female Students ◽

Improve Performance ◽

Academic Motivation Scale ◽

The Individual ◽

Level Of Motivation

Motivation plays a crucial role in learning. Motivation energizes the behavior of the individual. It also directs the behavior towards specific goals. It helps students acquire knowledge, develop social qualities, increase initiation, persist in activities, improve performance, and develop a sense of discipline. This paper aims to compare the levels of motivation between students in the open education system (OES) and in the traditional education system (TES) in India. The study further investigates the motivation levels of male and female students in the two systems. An Academic Motivation Scale was prepared and administered on the students of TES (<em>n </em>= 200) and OES (<em>n </em>= 151). Results show that there exist significant differences in the level of motivation between the students of TES and OES. The study concludes that it is the presence or absence of extrinsic motivation which is predominantly responsible for this difference.<input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

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The need for cognition within the academic motivation space

Zbornik Instituta za pedagoska istrazivanja ◽

10.2298/zipi1701007v ◽

2017 ◽

Vol 49 (1) ◽

pp. 7-30

Author(s):

Aleksandar Vasic

Keyword(s):

Academic Motivation ◽

Need For Cognition ◽

Self Determination Theory ◽

Psychological Needs ◽

Basic Psychological Needs ◽

The Self ◽

Self Determination ◽

Future Research ◽

Internal Motivation ◽

Cognition Scale

The self-determination theory presumes several types of motivation distributed along the theoretical continuum. On the other side, certain research studies point to the need for cognition which is the source of internal motivation, as one of the aforementioned types of motivation. This theoretical and conceptual closeness served as an impetus for the research conducted on the convenient sample of 364 students of both genders (59% of female respondents), aged 18 to 35 (M=20.05; SD=1.52). In generating the data, the Academic Motivation Scale for Students (AMS-SI) and the shortened version of the Need for Cognition Scale (NFCS-S) were used. During data analysis, we first checked the internal metric characteristics of the scales and quantitatively defined the features measured by these instruments. In locating the need for cognition within the academic motivation space, hierarchical multiple regression analysis and multidimensional scaling were used. Four valid and reliable dimensions of student academic motivation were defined as internal, introjected and external motivation, and amotivation. One dominant, reliable and valid main subject of measuring of the need for cognition scale was defined as well. In the common space of academic motivation and the need for cognition, internal motivation clearly stands out as the basic correlate of this need. Future research should further reexamine the assumption of the self-determination theory about three basic psychological needs vital for the development of motivation.

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Motivation to learn? An advanced exploratory study of learning motivation of Central-East European Business Students

Marketing & Menedzsment ◽

10.15170/mm.2021.55.02.03 ◽

2021 ◽

Vol 55 (2) ◽

pp. 27-35

Author(s):

Zsuzsanna Vitai ◽

Mariann Benke

Keyword(s):

Intrinsic Motivation ◽

Central Europe ◽

Extrinsic Motivation ◽

Academic Motivation ◽

Business Students ◽

Self Determination Theory ◽

Self Determination ◽

Motivation To Learn ◽

School Students ◽

East European

THE AIM OF THE PAPER We used self-determination theory to examine the motivation of business school students in Hungary. The research aimed to clarify whether extrinsic or intrinsic motivation or both dominates learning intentions among these students. Although student motivation to learn has been studying extensively, there is an absence of research evidence using this framework in Central-Eastern European higher education. Given the increasing prominence of the region in global geo-political and business affairs, this absence of understanding is important to correct. METHODOLOGY Our questionnaire-based study shows a strong link between some forms of extrinsic motivation and intrinsic motivation, along with evidence for the coexistence of extrinsic and intrinsic motivators in the same person. We used a modified version of Vallerand et al. (1992-1993) motivation-survey the “Academic Motivation Scale AMSC-28”. We added 11 plus questions to the questionnaire. The empirical research was a confirmative study about self-determination theory. The methodology used was descriptive statistics, correspondence, and correlation analysis. The size of the sample was 471. The purpose of our study was to check if the theory of Deci and Ryan are valid on the students of a university in Central Europe. MOST IMPORTANT RESULTS The purpose of our study was to check how the theory of Deci and Ryan applies to the students of a university in Central Europe. The results of the research highlight that the students could have both intrinsic and extrinsic motivation at the same time and intrinsic motivation is not the only type of motivation that could lead to good performance in learning and other activities. RECOMMENDATIONS The findings could help to evaluate currently used motivational strategies for students and to stimulate further research on the subject usinűg the framework of self-determination theory. Acknowlwdgements: The authors would like to thank Professor John Schermerhorn and Professor Gábor Rappai for their valuable comments and critique in writing this article. With the support of the EFOP-3.6.3-VEKOP-16-2017-00007 project.

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Validity and Reliability of the Portuguese Version of Mathematics Academic Motivation Scale (MATAMS) among Third Cycle of Basic School Students

Mathematics ◽

10.3390/math9172049 ◽

2021 ◽

Vol 9 (17) ◽

pp. 2049

Author(s):

Sandra P. Sousa ◽

Rui Silva

Keyword(s):

Academic Success ◽

Academic Motivation ◽

Basic Education ◽

Self Determination Theory ◽

Self Determination ◽

Validity And Reliability ◽

Academic Motivation Scale ◽

New Instrument ◽

Mathematics Motivation ◽

Motivation Scale

The importance of motivation in mathematics education is expressed in the large number of studies related to the teaching and learning process. Improving students’ motivation in the mathematics classroom is a fundamental issue for teachers, investigators, and policymakers, due to its relevance in the students’ behavior and academic success. The Academic Motivation Scale is a highly applied tool to evaluate students’ motivation based on Self-Determination Theory. In Portugal, there is a lack in the analysis of the different domains of mathematics motivation defined by Self-Determination Theory, for students attending basic education. Additionally, there is no comprehensive instrument that allows that evaluation. Adapting the Academic Motivation Scale, the purpose of this study is to assess the mathematics motivation of Portuguese students who attend the third cycle of basic education. In addition, it is intended to analyze the properties of this new instrument using a sample of 349 Portuguese students aged between 12 and 17. Exploratory and confirmatory factor analysis indicated a very good validity and reliability of this measuring instrument of mathematics students’ motivation. The results of this work allow the development of educational policies that promote strategies to increase students’ motivation in mathematics.

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