A Conceptualization of Academic Motivation and its Implications for Classroom Teachers

1973 ◽  
Vol 17 (3) ◽  
pp. 276-288 ◽  
Author(s):  
Elizabeth M. Campbell
Keyword(s):  
Academic Achievement ◽  
Intrinsic Motivation ◽  
Academic Motivation ◽  
Classroom Teachers

Academic motivation is conceived here as an amalgam of personality dispositions, goals, and varying states of arousal. Some attention is given to the nature and development of each of these components, and their implications for classroom teachers are discussed. It is claimed that, when pupil motivation is low, intervention might take the form of strategies aimed at: ( a) increasing the strength of motivational dispositions; ( b) raising the value ascribed to academic achievement; and ( c) maximum arousal of intrinsic motivation and elimination of suppressor variables. Although classroom teachers may be able to effect some improvement in the strength of motivational dispositions and values, their main contribution to promoting motivation in their pupils probably lies in their ability to arouse the dispositions and values.

Development and evaluation of a chemistry-specific version of the academic motivation scale (AMS-Chemistry)

2017 ◽  
Vol 18 (1) ◽  
pp. 191-213 ◽  
Author(s):  
Yujuan Liu ◽  
Brent Ferrell ◽  
Jack Barbera ◽  
Jennifer E. Lewis
Keyword(s):  
Academic Achievement ◽  
Pilot Study ◽  
Intrinsic Motivation ◽  
Student Motivation ◽  
Academic Motivation ◽  
Medium Effect ◽  
Validity Evidence ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
The Impact

Fundamentally concerned with motivation, self-determination theory (SDT) represents a framework of several mini-theories to explore how social context interacts with people's motivational types categorized by degree of regulation internalization. This paper aims to modify an existing theory-based instrument (Academic Motivation Scale, or AMS) and provide validity evidence for the modified instrument (Academic Motivation Scale-Chemistry) as a measure of seven types of student motivation toward chemistry. The paper explores how motivation as measured by AMS-Chemistry is related to student academic achievement and attendance. In a pilot study, the unmodified AMS showed good reliability, reasonable data fit, and the ability to detect motivational differences by sex in college chemistry courses. Based on the pilot study results, expert panel discussions, and cognitive interviews with students, the Academic Motivation Scale – Chemistry (AMS-Chemistry) was developed. AMS-Chemistry was administered to university students in a first semester general chemistry course twice within a semester. An examination of validity evidence suggested that the AMS-Chemistry data could be used to investigate student motivation toward chemistry. Results showed students were extrinsically motivated toward chemistry on average, and there was an overall motivational difference favoring males with a medium effect size. Correlation studies showed motivation was not associated with academic achievement at the beginning of the term, but intrinsic motivation subscales (to know, to experience, and to accomplish) were positively associated with academic achievement at the end of the term. Results also showed that students who persisted in class attendance scored higher on intrinsic motivation subscales than those who did not persist. The 28-item AMS-Chemistry is easy to administer and can be used to better understand students’ motivation status and how it might change across the curriculum. Faculty interested in promoting student intrinsic motivation may also use the AMS-Chemistry to evaluate the impact of their efforts.

scholarly journals Need for cognition and academic motivation as predictors of students’ achievement

2019 ◽  
Vol 51 (2) ◽  
pp. 461-506
Author(s):  
Aleksandar Vasic
Keyword(s):  
Academic Achievement ◽  
Intrinsic Motivation ◽  
Structural Equation ◽  
Academic Motivation ◽  
Need For Cognition ◽  
Self Determination Theory ◽  
Mediating Effect ◽  
Self Determination ◽  
Mediating Effects ◽  
Basic Tenet

According to the self-determination theory, behind the variety of motivation, there are just three (un)satisfied needs - for relatedness, competence and autonomy. There are also good theoretical and empirical reasons to assume that intrinsic motivation is, to a large extent, based on the need for cognition. In order to test incremental validity and mediating effects of intrinsic motivation and the need for cognition on academic achievement, many analyses of data from a previous investigation are performed. The data are generated applying the Scale of Academic Motivation for Students (SAM-SI) and the shortened Scale of the Need for Cognition (NFCS-S). The sample comprises 364 students of both gender (59% females), aged from 18 to 35 (M=20.05; SD=1.52). The predictors in hierarchical multiple regression analyses were some sociodemographic characteristics, the need for cognition and academic motivation, and the criteria, satisfaction with academic achievement and aspiration. Three complete structural models are tested through structural equation modelling. As significant predictors of achievement and aspiration, intrinsic motivation, amotivation and the need for cognition have been singled out. The results also indicate a significant mediating effect of intrinsic motivation via the need for cognition on academic achievement which contradicts the basic tenet of self-determination theory.

scholarly journals Should I ask for help? The role of motivation and help-seeking in students’ academic achievement: A path analysis model

2020 ◽  
Vol 15 (5) ◽  
pp. 1128-1145
Author(s):  
Salem Ali Salem Algharaibeh
Keyword(s):  
Academic Achievement ◽  
Intrinsic Motivation ◽  
Path Analysis ◽  
United Arab Emirates ◽  
Help Seeking ◽  
Academic Motivation ◽  
Arab Countries ◽  
Grade Point ◽  
Academic Help Seeking ◽  
Academic Help

Abstract Academic achievement is considered as one of the major factors in the learning process, as it is one of the complex variables that have an important influence on learning. The purpose of the current study was to investigate the relationship between academic motivation, academic help-seeking and academic achievement. A total of 437 university students were selected randomly (simple random–online questionnaires) from many Arab countries (Jordan, Kingdom of Saudi Arabia, United Arab Emirates and Syria) who responded to the questionnaire on academic motivation (intrinsic, extrinsic and amotivation) and academic help-seeking (instrumental, executive, avoidance and benefits of help-seeking). Path analysis results showed direct effects from intrinsic motivation to instrumental help-seeking (0.291**), amotivation to executive help-seeking (0.709**), instrumental help-seeking to grade point average (GPA) (0.377**), executive help-seeking to GPA (−0.349**), intrinsic motivation to benefits of help-seeking (0.528**) and from amotivation to avoidance help-seeking (0.738**). Also, there were indirect effects from amotivation to GPA (−0.248**) and from intrinsic motivation to GPA (0.110**). The results illustrate the importance of academic motivation and help-seeking to provide a fuller understanding of students’ academic achievement. Keywords: Intrinsic motivation, extrinsic motivation, amotivation, instrumental help-seeking, executive help-seeking, avoidance help-seeking, benefits of help-seeking, path analysis.

scholarly journals An Investigation of Academic Motivation and Career Decidedness among University Students

2020 ◽  
Vol 7 (1) ◽  
pp. 125
Author(s):  
Ozdal Koyuncuoglu
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
University Students ◽  
Intrinsic Motivation ◽  
Graduate Education ◽  
Influencing Factors ◽  
Academic Motivation ◽  
University Education ◽  
Career Decidedness ◽  
Positive Effect

Academic motivation are claimed to be influencing factors on college students' various outcomes. The aim of this study is to compare the academic motivation and career decidedness of university students based on the variables of gender, year of study, academic achievement and expectations for pursuing graduate education. 376 students at Karatay, Selçuk and Necmettin Erbakan University participated in the study. Academic motivation and career decidedness scales were used to collect the data. The findings showed that the academic motivation and career decidedness of university students differed based on the variables of gender, year of study, academic achievement and expectations for pursing graduate education. In addition, it was found that university students’ academic motivation had a positive effect on their career decidedness. Considering the findings of this study, it could be beneficial to pay attention to increasing motivation in university education and to include factors that encourage academic and intrinsic motivation among students.

scholarly journals The Relation between Social Capital and Academic Motivation of Students: A Study of Health Professional Education in Japan

2021 ◽  
Vol 11 (1) ◽  
pp. 129-141
Author(s):  
Yuka Koyanagi ◽  
Myo Nyein Aung ◽  
Motoyuki Yuasa ◽  
Miwa Sekine ◽  
Okada Takao
Keyword(s):  
Social Capital ◽  
University Students ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Academic Work ◽  
Health Profession ◽  
Average Level ◽  
Social Connections ◽  
Health Profession Education

Academic motivation consists of reward-based extrinsic motivation and curiosity-based intrinsic motivation. Students studying at university or college develop several new social connections with friends, classmates, and teachers, in addition to their family and community. Belonging to their networks, students acquire opinions, appreciation, trust, and norms of the society. Whether those social connections enhance the motivation of university students for academic work is a question yet to be answered in the context of health profession education in Japan. Judo-therapist education is a form of health profession education in Japan. This study aimed to measure the academic motivation and social capital (SC) of judo-therapist students in Japan, and to find the relation between social capital and academic motivation. This cross-sectional study recruited a total of 2247 students applying multi-stage sampling across Japan. A Japanese version Academic Motivation Scale (AMS) measured the learning motivation in three constructs: (1) intrinsic motivation (IM); (2) extrinsic motivation (EM); and (3) amotivation (alpha 0.94). A newly-developed 46-itemed, 4-pointed scale measured social capital (SC) in five constructs: (1) family relations, (2) on-campus friends, (3) off-campus friends, (4) classroom social capital; and (5) regional social capital (alpha 0.85). Robust regression analysis treated all constructs of SC as independent variables and IM and EM as dependent variables respectively in the three models. Among the average level of constructs, the family SC average level was the highest. Classroom SC was less than family SC and community SC was the lowest. Intrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends’ SC, and community SC. Extrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends’ SC, and community SC. Amotivation is negatively influenced by social capital constructs except external friends’ SC. In conclusion, social connections have the power to enhance the motivation of university students’ academic work within health profession education. The relations, trust and bonds developed in the classroom may allow an adult learner’s motivation to evolve into autonomous intrinsic motivation and prevent amotivation.

scholarly journals Mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn học tập ở sinh viên [The relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students]

2020 ◽  
Author(s):  
Quang Ngoc Nguyen ◽  
Thuy-Tien Thi La ◽  
Mai Thi Phan ◽  
Thuy-Dung Ninh
Keyword(s):  
Intrinsic Motivation ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Academic Procrastination ◽  
Level Of Satisfaction ◽  
Academic Motivations

Nghiên cứu được tiến hành dựa trên lý thuyết tự quyết nhằm tìm hiểu về mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn trong học tập ở sinh viên. Mẫu nghiên cứu là mẫu thuận tiện với 341 sinh viên có độ tuổi trong khoảng từ 19 đến 26. Trong đó, nam chiếm 11.7% và nữ chiếm 88.3%. Mức độ thỏa mãn các nhu cầu tâm lý cơ bản, các loại động lực học tập, và mức độ trì hoãn trong học tập được đo lường bởi các thang đo. Kết quả phân tích tương quan cho thấy trì hoãn trong học tập có tương quan nghịch chiều với các loại động lực học tập tự chủ và mức độ thỏa mãn các nhu cầu tâm lý cơ bản. Phân tích đường dẫn cho thấy sự thỏa mãn nhu cầu gắn kết và nhu cầu tự chủ góp phần làm tăng sự thỏa mãn nhu cầu năng lực, qua đó làm giảm tình trạng thiếu động lực học tập đồng thời làm tăng động lực hướng đến thành tựu, và dẫn tới mức độ trì hoãn học tập thấp hơn. Các kết quả nghiên cứu ửng hộ giả thuyết của lý thuyết tự quyết về vai trò của việc đáp ứng các nhu cầu tâm lý cơ bản nhằm thúc đẩy động lực bên trong. [The study was conducted based on the self-determination theory to examine the relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students. The sample was a convenient ?one with 341 students aged between 19 and 26. In particular, males accounted for 11.7% and females accounted for 88.3%. The level of satisfaction of basic psychological needs, the types of academic motivation, and the level of academic procrastination were measured by several scales. The results of correlation analysis showed that the academic procrastination was negatively correlated with autonomous academic motivations and the level of the satisfaction of basic psychological needs. Path analysis showed that the satisfaction of relatedness and autonomy needs contributed to the satisfaction of competence need, thereby reducing amotivation and increasing intrinsic motivation towards achievement which lead to lower levels of academic procrastination. The findings supported the hypothesis of self-determination theory about the role of meeting basic psychological needs in order to promote intrinsic motivation.]

scholarly journals Parenting Style as Correlates of Adolescents’ Academic Achievement Motivation of Bate Secondary School, Haramaya, Ethiopia

2019 ◽  
Vol 7 (2) ◽  
pp. 172 ◽  
Author(s):  
Amare Misganaw Mihret ◽  
Galata Sitota Dilgasa ◽  
Tsigereda Hailu Mamo
Keyword(s):  
Academic Achievement ◽  
Achievement Motivation ◽  
Parenting Style ◽  
Parenting Styles ◽  
Significant Relationship ◽  
Academic Motivation ◽  
Self Report ◽  
Authoritarian Parenting ◽  
Academic Achievement Motivation ◽  
Authoritarian Parenting Style

This study aimed at examining the relationship of adolescents’ academic achievement motivation and parenting styles. Data were collected from randomly selected 192 adolescent students (93 males and 99 females) through standardized scales of achievement motivation self-report inventory and parenting style scale. The data analysis has been done through both descriptive and inferential statistical methods. To this end, finding revealed that authoritarian parenting style is the most commonly practiced parenting style in the families of respondents among other three parenting styles (authoritative, indulgent and neglectful). There is a statistically significant relationship between authoritative parenting style and students’ academic achievement motivation. Significant relationship between authoritarian parenting style and students’ academic achievement motivation has also been reported. There is strong and negative relationship between neglectful parenting style and students’ academic achievement motivation. That it means, neglectful parenting negatively affects students’ academic motivation. As expected, significant relationship between indulgent parenting style and students’ academic motivation was not reported. In the end, some points were forwarded to suggest ways of properly addressing the gaps noted in this research.

scholarly journals Influence of Extrinsic and Intrinsic Motivation on Pupils Academic Performance in Mathematics

2018 ◽  
Vol 2 (2) ◽  
pp. 52-59
Author(s):  
Onyekwere Nonye Adamma ◽  
Okoro Pauline Ekwutosim ◽  
Eugene Chukwuemeka Unamba
Keyword(s):  
Academic Performance ◽  
Intrinsic Motivation ◽  
Academic Motivation ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Descriptive Research ◽  
Academic Motivation Scale ◽  
And Mathematics ◽  
Measurement And Evaluation ◽  
Level Of Significance

The study investigated the influence of extrinsic and intrinsic motivation on pupils’ academic performance in mathematics. Based on the purpose of the study two hypotheses guided the study. The descriptive research design was adopted for the study. The population of the study consisted of all 3056 primary six pupils in Owerri Education zone of Imo State.  A Sample size of 200 primary six pupils was selected for the study.   Simple random sampling technique was used in selecting four schools out of the nine schools. The instruments used for data collection was Academic Motivation Scale and Mathematics Achievement Test. The validity was determined by two experts in measurement and evaluation and one expert in mathematics education. The instruments have reliability coefficient of 0.89 and 0.92 determined using tests-retest method. Data generated were analyzed with the aid SPSS version.  Inferential statistics of t-test and Pearson product moment correlation were used to test the hypotheses at 0.05 level of significance. The study concludes that motivation improves academic performance of the pupils and there is a gender difference in motivation type and academic performance. 

scholarly journals First steps in the physician-scientist pipeline: a longitudinal study to examine the effects of an undergraduate extracurricular research programme

BMJ Open ◽  
2021 ◽  
Vol 11 (9) ◽  
pp. e048550
Author(s):  
Belinda W C Ommering ◽  
Floris M van Blankenstein ◽  
Friedo W Dekker
Keyword(s):  
Academic Achievement ◽  
Intrinsic Motivation ◽  
Self Efficacy ◽  
Medical Training ◽  
Controlled Trial ◽  
Motivational Factors ◽  
Control Group ◽  
Grade Point ◽  
Research Engagement ◽  
Physician Scientist

ObjectivesMedicine is facing a physician-scientist shortage. By offering extracurricular research programmes (ERPs), the physician-scientist training pipeline could already start in undergraduate phases of medical training. However, previous studies into the effects of ERPs are mainly retrospective and lack baseline measurements and control groups. Therefore, the current study mimics a randomised controlled trial to examine the effects of an ERP.DesignProspective cohort study with baseline measurement and comparable control group.SettingOne cohort of 315 medical undergraduates in one Dutch University Medical Center are surveyed yearly. To examine the effects of the ERP on academic achievement and motivational factors, regression analyses were used to compare ERP students to students showing ERP-interest only, adjusted for relevant baseline scores.ParticipantsOut of the 315 students of the whole cohort, 56 participated within the ERP and are thus included. These ERP students are compared with 38 students showing ERP-interest only (ie, control group).Primary outcome measureAcademic achievement after 2 years (ie, in-time bachelor completion, bachelor grade point average (GPA)) and motivational factors after 18 months (ie, intrinsic motivation for research, research self-efficacy, perceptions of research, curiosity).ResultsERP participation is related to a higher odds of obtaining a bachelor degree in the appointed amount of time (adjusted OR=2.95, 95% CI 0.83 to 10.52). Furthermore, starting the ERP resulted in higher levels of intrinsic motivation for research, also after adjusting for gender, age, first-year GPA and motivational baseline scores (β=0.33, 95% CI 0.04 to 0.63). No effect was found on research self-efficacy beliefs, perceptions of research and curiosity.ConclusionsPrevious research suggested that intrinsic motivation is related to short-term and long-term research engagement. As our findings indicate that starting the ERP is related to increased levels of intrinsic motivation for research, ERPs for undergraduates could be seen as an important first step in the physician-scientist pipeline.

Student engagement in the Caribbean region: Exploring its role in the motivation and achievement of Jamaican middle school students

2016 ◽  
Vol 38 (2) ◽  
pp. 184-200 ◽  
Author(s):  
Tamica G. Martin ◽  
Andrew J. Martin ◽  
Paul Evans
Keyword(s):  
Academic Achievement ◽  
Structural Equation ◽  
Academic Motivation ◽  
Equation Modeling ◽  
Behavioral Engagement ◽  
Caribbean Region ◽  
School Students ◽  
Expectancy Value ◽  
The Caribbean ◽  
Motivation And Achievement

Using an expectancy-value framework, the present investigation is the first to explore the generality of this theorizing and research in the emerging regional context of the Caribbean. Given high underachievement in the Caribbean region, we addressed the need to better understand the role of engagement in students’ academic motivation and achievement. A total of 585 year 6 to 9 students from five Jamaican schools responded to a survey assessing their motivation milieu (academic expectations and values held by their parents, teachers, and peers), their self-motivation (expectancies and values), behavioral engagement (class participation, homework completion, school absenteeism), and their academic achievement (in mathematics, language arts, and science). Structural equation modeling showed that (a) students’ own motivation was influenced by their motivation milieu, and (b) students’ behavioral engagement significantly mediated the relationship between their motivation and their academic achievement. Findings confirm the generality of behavioral engagement effects among students in the developing Caribbean region and represent a novel contribution to the study of developing and emerging educational contexts more broadly.

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