scholarly journals Relationship between Academic Motivation and Student Alienation: A Study of Undergraduate Students of Sports Sciences / Veza između akademske motivacije i otuđenosti studenata: istraživanje provedeno na uzorku studenata dodiplomskoga studija sportskih znanosti

2021 ◽  
Vol 22 (4) ◽  
Author(s):  
Olcay Kiremitci ◽  
Berkcan Boz ◽  
Mustafa Engür
Keyword(s):  
Undergraduate Students ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Sports Management ◽  
Measurement Instruments ◽  
Education Department ◽  
Coaching Education ◽  
Academic Motivation Scale ◽  
Management Group ◽  
Sports Sciences

The aim of the study was to determine the correlation between academic motivationand alienation of undergraduate students attending different departments in thefield of sports sciences. The 671 undergraduate students participating in the studywere receiving higher education in the field of sports sciences at Ege University,Faculty of Sports Sciences, in Izmir. The data for the study were collected throughtwo different measurement instruments, namely the Student Alienation Scale andthe Academic Motivation Scale. The results of the canonical correlation analysisshow significance in the first two canonical functions for the sample groups attendingthe Physical Education and Sports Teaching and Coaching Education departments,whereas the first three canonical functions were found to be significant for SportsManagement. In the evaluation of the canonical pairs obtained, it can be seen thatthe weakness and amotivation subscales stand out in the first function in all groups.Within the scope of the second function, while the “anomy” and “extrinsic motivation– external regulation” scales are notable in the sports management group, the“weakness” and “extrinsic motivation – introjected regulation” scales are prominentin the groups. As for the third canonical function, the “intrinsic motivation toaccomplish” and “isolation” scales underpin the relation for sports managementstudents. The internal dynamics caused by the differences among departmentsbased on their curricula may be the reason behind the differentiation within therelationship spiral. In addition, conditions of graduate employment and students’gains based on sporting experience affect academic motivation and alienation states.Keywords: alienation; athletes; education department; self-determination; sportseducation. - Cilj ovoga istraživanja bio je odrediti korelaciju između akademske motivacije iotuđenosti studenata dodiplomskih studija na različitim odsjecima u područjusportskih znanosti. U istraživanju je sudjelovao 671 student na dodiplomskimstudijima sportskih znanosti na Fakultetu za sportske znanosti Ege Sveučilišta uIzmiru. Podatci korišteni u istraživanju dobiveni su pomoću dvaju različitih mjernihinstrumenata – Skale otuđenosti studenata i Skale akademske motivacije. Rezultatikanoničke korelacijske analize upućuju na značajnost prvih dviju kanoničkihfunkcija kod skupina uzoraka koje pohađaju studij na Odsjeku za izobrazbunastavnika Tjelesne i zdravstvene kulture i sporta i na Odsjeku za izobrazbutrenera, dok se pokazalo da su prve tri kanoničke funkcije značajne za studentena Odsjeku za sportski menadžment. Nakon provedene evaluacije dobivenihkanoničkih parova može se vidjeti da se u prvoj funkciji u svim skupinama ističupodskala „slabost” i podskala „amotivacija”. Unutar druge funkcije može se uočitida se u skupini koja studira sportski menadžment ističu skala „anomija” i skala„ekstrinzična motivacija – eksterna regulacija”, u ostalim skupinama ističu seskala „slabost” i skala „ekstrinzična motivacija – introjicirana regulacija”. Što setiče treće kanoničke funkcije, skala „intrinzična motivacija za postignućem” i skala„izoliranost” ističu se kod skupine studenata sportskoga menadžmenta. Internadinamika uzrokovana razlikama između odsjeka koje se temelje na kurikulimamogla bi se smatrati razlogom za diferencijaciju na spirali odnosa. Osim toga, naakademsku motivaciju i stanje otuđenosti utječu i uvjeti za zapošljavanje nakonzavršetka fakulteta i koristi koje studenti imaju od sportskih iskustava.Ključne riječi: obrazovni odsjek; obrazovanje u području sporta; otuđenost;samoodređenje; sportaši.

scholarly journals Motivation levels among traditional and open learning undergraduate students in India

2012 ◽  
Vol 13 (3) ◽  
pp. 19 ◽  
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" />

scholarly journals Assessing Moroccan University Students’ English Learning Motivation: A Comparative Study

2018 ◽  
Vol 9 (1) ◽  
pp. 81 ◽  
Author(s):  
Otmane Omari ◽  
Mohammed Moubtassime ◽  
Driss Ridouani
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Learning Motivation ◽  
English Learning ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
English Learning Motivation ◽  
Academic Year

This study seeks to survey whether students are motivated to learn English or not and to evaluate the differences within and between three most known universities in Morocco, involving a private one, in terms of students’ English learning motivation. Moreover, factors that make a student more motivated to learn English were investigated. This study examines motivation of university students according to their institution, gender, and other variables. Assessment of university students’ motivation was by scores on items from the Academic Motivation Scale. The sample consisted of 329 undergraduate students from three different Moroccan universities. The most important finding was that participants in general are quite motivated to learn English with a score of (M = 3.80) with regard to the overall score using a 5-point Likert scale, and a higher level of introjected extrinsic motivation (M = 4.11), which means that they do such tasks because they are supposed or asked to do them. Moreover, factors such as how students consider university, their location during the academic year, and their decision behind choosing to go to university were found to affect students’ motivation.

scholarly journals Motivation for Learning among Students Undertaking Basic Vocational Training and University Studies within the Context of COVID-19

2021 ◽  
Vol 13 (6) ◽  
pp. 3268
Author(s):  
Eva María Olmedo-Moreno ◽  
Jorge Expósito-López ◽  
José Javier Romero-Díaz de la Guardia ◽  
María Dolores Pistón-Rodríguez ◽  
Noelia Parejo-Jiménez
Keyword(s):  
University Students ◽  
Work Experience ◽  
Vocational Training ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Five Dimensions ◽  
Academic Motivation Scale ◽  
Training Stage ◽  
Motivation For Learning ◽  
Good Internal Consistency

The main aim of the present study is to adapt the academic motivation scale (AMS) for use within basic vocational training and university students. Another aim was to analyze the characteristics of the different dimensions of motivation, whilst also examining existing significant differences between the two studied educational stages. For this, we conducted exploratory and confirmatory factor analysis, alongside descriptive and inferential analysis of student responses. One of the main findings was that a reduced version of the AMS, made up of five dimensions and 21 items, demonstrated good internal consistency and fit. Further, we observed that intrinsic motivation is higher in university students, whilst extrinsic motivation is higher during the basic vocational training stage. In addition, we uncovered significant differences between both educational stages with regards to the pleasure felt by students when they better themselves, learn new things and attend the educational center. Differences also emerged in relation to the importance attributed by students to achieving a good and well-paid job. With regards to amotivation, significant differences only exist in relation to the motives students have for attending classes and decision making about whether to continue studying the course they are enrolled on. Finally, we have analyzed how the variables sex, age, prior work experience and volunteering experience, and average grade influence the motivation of students undertaking basic vocational training and university students.

scholarly journals The Relationship Between Awareness and Attitudes Towards Research and Developments and Academic Motivation Levels in Nursing Students

2021 ◽  
Vol 11 (2) ◽  
pp. 339-347
Author(s):  
Eylem PASLI GÜRDOĞAN
Keyword(s):  
Nursing Students ◽  
Research And Development ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Average Score ◽  
Scientific Publications ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Students Attitudes ◽  
The Relationship

This study was conducted to determine the relationship between nursing students’ awareness and attitudes towards research and developments and their academic motivation levels. This descriptive and cross-sectional study was carried out with students from nursing department of faculty of health sciences of a university in Turkey (n=460). Data were collected using the questionnaire form which included the socio-demographic characteristics of those students, “Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale” and “Academic Motivation Scale”. Data were analyzed using percentage, mean, Pearson’s correlation analysis, Student’s t, and One Way Anova tests. The mean age of the students was 20.56±1.52. 81.1% were female and 28.7% were in their first year. The average score of the Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale was 120.54±17.46. The students’ mean score on intrinsic motivation subscale was 57.20±13.45, on extrinsic motivation subscale was 61.96±11.50 and on amotivation subscale was 10.12±5.87 in Academic Motivation Scale. The level of the students’ awareness and attitudes towards research and developments has a positive correlation with the levels of their intrinsic and extrinsic motivation and a negative correlation with the level of their amotivation (p<0.05). The average score of the Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing Scale were statistically significantly different in the gender, the status of their following scientific publications and the positions they wanted to work after graduation (p<0.05). It has been determined that the students have high level of awareness and attitudes towards research and development, and their academic motivation levels affect their awareness and attitudes towards research and development.

A Comparative Study on Undergraduate Students' Academic Motivation and Academic Self-Concept

2010 ◽  
Vol 13 (2) ◽  
pp. 572-585 ◽  
Author(s):  
Mine Isiksal
Keyword(s):  
Intrinsic Motivation ◽  
Undergraduate Students ◽  
Grade Level ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
University Education ◽  
Self Concept ◽  
Measuring Instruments ◽  
Grade Levels ◽  
American Students

The purpose of this study was to investigate Turkish and American undergraduate students' academic motivation and academic self-concept scores regarding the years that they spent in university. The analysis was based on 566 (284 Turkish, 282 American) undergraduate students where, Academic Motivation Scale and Academic Self-Concept Scale were used as measuring instruments. The results showed that there was a statistical significant effect of nationality and number of years spent in university on undergraduate students' intrinsic motivation, extrinsic motivation, and self-concept scores. Turkish students had higher intrinsic scores whereas American students had higher extrinsic scores and more positive academic-self concept compared to Turkish partners. Regarding grade level, senior students from both cultures had higher intrinsic motivation and academic self-concept scores compared to other grade levels. In terms of extrinsic motivation, there is steady decline in American students' scores as grade level increases. On the other hand, Turkish undergraduates' extrinsic scores decrease in the second year but increase in the third and fourth year of university education. Results were discussed by taking into consideration the social and cultural differences between two nations.

scholarly journals Learning Engagements and the Role of Religion

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401990125
Author(s):  
Fatima Khalid ◽  
Sultan Sikandar Mirza ◽  
Chai Bin-Feng ◽  
Nighat Saeed
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Undergraduate Students ◽  
Academic Motivation ◽  
Sampling Technique ◽  
Hierarchical Regression ◽  
Learning Engagement ◽  
Academic Motivation Scale ◽  
Significant Relationships ◽  
Role Of Religion

The objective of this study is to determine the relationship between learning engagement, academic motivation, and academic performance in undergraduate students and the importance of religion in determining the academic motivation and academic performance. A sample of 840 university students from different regions (provinces) of Pakistan is pooled through a convenient sampling technique. Engagement Versus Disaffection (EVD) and the Academic Motivation Scale (AMS) are administered for learning engagement and academic motivation, respectively. After applying analysis of variance (ANOVA), Pearson product-moment correlation analysis, and hierarchical regression, the findings of this research reveal that learning engagement and academic motivation have significant relationships with academic performance. Furthermore, it is also found that, in religiosity, academic motivation for both Muslims and non-Muslims do not induce learning engagement, but Muslim students have shown better academic performance than non-Muslims. This study can be beneficial for policymakers and practitioners to analyze the determinants of learning engagements and improve the academic performance of university students.

scholarly journals Students’ Academic Motivations in Allied Health Classes

2012 ◽  
Author(s):  
Trent Maurer ◽  
Deborah Allen ◽  
Delena Gatch ◽  
Padmini Shankar ◽  
Diana Sturges
Keyword(s):  
Academic Success ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Human Anatomy ◽  
Published Data ◽  
Convenience Sample ◽  
Academic Behaviors ◽  
Academic Motivation Scale ◽  
Academic Motivations ◽  
Alternate Routes

Purpose: Human Anatomy & Physiology [HAP] courses are considered “difficult” by both faculty and students, and many students fail to pass the courses. An attempt was made to understand how students’ academic motivations may contribute to their success or failure in these courses. Method: The project used a non-experimental design with a convenience sample. Students in five sections of HAP I and HAP II were invited to complete an anonymous 42-item questionnaire that included an adapted version of the Academic Motivation Scale [AMS], six demographic questions, and eight questions about their academic behaviors in and perceptions of their HAP course. A total of 461 students (69% response rate) completed the questionnaire. Analyses included 1) reliability for the seven AMS subscales, 2) correlations among the subscales, among the eight questions about their behaviors and perceptions, and between the subscales and the behavior and perception questions, and 3) a multivariate multiple regression with the AMS subscales as independent variables and the behavior and perception questions as dependent variables. Results: The AMS was successfully adapted to apply to HAP courses with reliabilities comparable to previously published data. Students’ levels of intrinsic motivation and amotivation, but not extrinsic motivation, were significantly related to their academic behaviors and perceptions of the courses. Conclusions and Recommendations: Despite high levels of extrinsic motivation, extrinsic motivation did not appear related to students’ academic behaviors. HAP instructors may need to consider alternate routes to influencing students’ academic success behaviors, as it appears that attempts to influence their extrinsic motivations may not essentially translate to changes in academic behavior.

Relationship between Academic Boredom, Learning Climate and Academic Motivation Among University Students

2019 ◽  
Vol 34 (3) ◽  
pp. 621-638
Author(s):  
Saira Khan ◽  
Rayna Sadia ◽  
Saba Zahid Hayat ◽  
Sonia Tahir
Keyword(s):  
University Students ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Negative Relationship ◽  
Study Data ◽  
Learning Climate ◽  
Mediating Role ◽  
Academic Motivation Scale

The present research aimed at exploring the relationship between academic motivation, learning climate (Autonomy supported) and academic boredom among university students. In addition to this it aimed at confirming the mediating role of learning climate in relationship between intrinsic motivation and academic boredom among students studying in Universities of Pakistan. For the present study data was collected from 399 university students. The age of the sample ranged from 17 to 35 years (M = 21.45, SD = 2.40). Reliability coefficients of all the variables ranged from .65-.89 (Class Related Boredom Scale = .89, Learning Climate Questionnaire =.88, Academic Motivation Scale = .82, Intrinsic Motivation = .81, Extrinsic Motivation = .81, and A Motivation =.65). Further correlational analysis indicated a negative relationship of classroom related boredom with learning climate and intrinsic motivation. However, class related boredom was found to have positive relationship with extrinsic and a motivation. Learning climate (autonomy supportive) showed positive relation with intrinsic motivation. Based upon literature, mediation analysis was carried out which confirmed the mediating role of learning climate (autonomy supportive) in relation between intrinsic motivation and academic boredom. In the light of existing literature, findings were discussed, and suggestions were given for future researches.

scholarly journals Motivação e aprendizagem autorregulada

2021 ◽  
Vol 3 (5) ◽  
pp. 3384-3396
Author(s):  
Eli Andrade Rocha Prates ◽  
Maria Cristina Rodrigues Azevedo Joly
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Self Regulation ◽  
Business Administration ◽  
Effective Strategies ◽  
Academic Motivation Scale ◽  
Educational Professionals ◽  
Psychology Courses ◽  
The One

A motivação tem-se destacado como um construto importante para o ensino eficaz e aprendizagem significativa. A busca dos profissionais da educação é por estratégias e procedimentos mais eficazes para que os estudantes  aprendam e apliquem os conhecimentos adquiridos nas universidades. Nesse sentido, este estudo consistiu na aplicação da Escala de Motivação Acadêmica (EMA), baseada na Teoria da Autorregulação, em 814 universitários paulistas e mineiros, sendo 70,3% do gênero feminino, com faixa etária de 18 a 62 anos, dos cursos de administração (57,3%), psicologia (27,2%) e pedagogia (15,5%). Constatou-se que os estudantes apresentaram menor média para o fator motivação extrínseca por recompensas sociais e média maior no fator motivação intrínseca, demonstrando ser esta a motivação que os alunos entendem como a que melhor proporciona aprendizagem. Verificou-se, também, uma alteração no continuum de autorregulação; que as mulheres balizam mais seu estudo pela motivação intrínseca; que quanto mais os universitários avançam em idade, mais a motivação intrínseca sobressai. Olhando-se para os semestres, concluiu-se que a motivação permeia todos eles, sendo fator importante para a didática. Verificou-se também que o curso de administração mostrou-se mais dependente da motivação extrínseca para o estudo, enquanto os cursos de pedagogia e psicologia se aproximaram muito mais da motivação intrínseca. A hipótese da necessidade de refinamento dos itens que medem a motivação extrínseca e a ampliação e diversificação da amostra oportunizariam o aprofundamento da investigação.     Motivation has stood out as an important construct for effective teaching and meaningful learning. The search for educational professionals is for more effective strategies and procedures for students to learn and apply the knowledge acquired in universities. In this sense, this study consisted in the application of the Academic Motivation Scale (AMS), based on the Theory of Self-Regulation, in 814 college students from São Paulo and Minas Gerais, being 70.3% female, with ages ranging from 18 to 62 years old, from business administration (57.3%), psychology (27.2%) and pedagogy (15.5%). It was verified that the students presented a lower average for the extrinsic motivation factor due to social rewards and a higher average in the intrinsic motivation factor, demonstrating that this is the motivation that the students understand as the one that best provides learning. It was also verified that there was a change in the continuum of self-regulation, that women are more motivated by intrinsic motivation, and that the older the students get, the more intrinsic motivation stands out. Looking at the semesters, it was concluded that motivation permeates all of them, being an important factor for didactics. It was also verified that the business administration course proved to be more dependent on extrinsic motivation for study, while the pedagogy and psychology courses were much closer to intrinsic motivation. The hypothesis of the need for refinement of the items that measure extrinsic motivation and the expansion and diversification of the sample would provide an opportunity to deepen the investigation.  

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