scholarly journals The Relationship of Basic Psychological Needs, Academic Motivation and Alienation from Study of Students in Higher Education

2020 ◽  
Vol 25 (2) ◽  
pp. 19-32
Author(s):  
V.N. Pulyaeva ◽  
A.N. Nevryuev
Keyword(s):  
Academic Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Educational Process ◽  
Educational Organizations ◽  
Level Of Satisfaction ◽  
Educational Motivation ◽  
Main Components ◽  
The University ◽  
Relationship Of

Academic motivation is one of the most important aspects related to the learning process at the university, as it largely determines the future prospects of self-development and self-realization of young specialists. This issue is also important for educational organizations, because, knowing the specifics of the educational motivation of their students, they will be able to adjust the educational process. The article examines three main components that are associated with the success of studding: basic psychological needs, academic motivation and alienation from study. In the study (N = 1326) there are also differences associated with these components among students who study at the university’s bachelor and master programs. At the first stage of data processing, a comparison was made of these components among undergraduate and graduate students. As a result, it was found that the level of satisfaction of basic psychological needs and the type of academic motivation is associated with a different level of alienation from study. Based on the data obtained, a cluster analysis was carried out, which allowed us to distinguish three main groups of students studying at the university. It was found that these groups differ in the level of expression of basic psychological needs, the type of academic motivation and the degree of feeling of alienation from study.

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 The Use of Electronic Educational Resources of The University as A Means of Increasing The Educational Motivation of Students

2021 ◽  
Vol 16 (01) ◽  
pp. 289
Author(s):  
Irina Talysheva ◽  
Khene Pegova ◽  
Liliya Khaliullina
Keyword(s):  
Research Work ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Motivation ◽  
The University ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship ◽  
Subsequent Improvement

The relevance of using electronic educational resources as a means of developing educational motivation is determined by a detailed study of issues related to the use of this educational technology in practice in the modern educational process. The aim of our research work was to study the relationship of educational motivation of students and their relationship to the use of electronic educational resources for the subsequent improvement of the quality of education at a university. Based on a survey and questionnaire of 100 respondents, the authors analyzed topical issues of using electronic educational resources and types of educational motivation of students with a pedagogical profile. The authors studied the impact of electronic educational resources on the effectiveness of the educational process and increasing student motivation. Features of the organization of this process are considered on the example of the Elabuga Institute of Kazan Federal University.

Meeting basic psychological needs: Faculty and advisor contributions to academic motivation

2012 ◽  
Author(s):  
Tracie D. Burt ◽  
Adena D. Young-Jones ◽  
Carly A. Yadon ◽  
Michael T. Carr
Keyword(s):  
Academic Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs

scholarly journals The Basic Psychological Needs in the Classroom Scale (BPN-CS)

2021 ◽  
Vol 11 (7) ◽  
pp. 96
Author(s):  
Pedro Javier Conesa ◽  
Jon Andoni Duñabeitia
Keyword(s):  
Elementary School ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Report ◽  
Classroom Context ◽  
School Students ◽  
Level Of Satisfaction ◽  
Convergent And Divergent Validity ◽  
Students Satisfaction

Recent experimental and theoretical studies have shown that the assessment of students’ satisfaction of their basic psychological needs (BPN) can be a powerful resource to identify different areas to improve their well-being, engagement, or learning achievement in school contexts. However, currently, the number of validated tools to assess the satisfaction of the BPN is very low, hindering informed decision-making strategies at the educational level. The aim of this study was to develop and validate the Basic Psychological Needs in the Classroom Scale (BPN-CS) instrument, adapting existing instruments and putting the new tool to the test. The BPN-CS was developed to measure the level of satisfaction of autonomy, competence, relatedness, and novelty in the classroom. We tested the scale on a representative sample of 1344 Spanish elementary school students from 8 to 13 years old. A series of analyses were run in order to test the internal consistency of the main factors as well as to prove the convergent and divergent validity of the instrument. In summary, the BPN-CS is presented as a reliable and valid self-report instrument to measure basic psychological needs in a classroom context with elementary school pupils in the Spanish context.

ON METHODOLOGICAL APPROACHES TO TRAINING FUTURE TEACHERS OF KAZAKHSTAN FOR UPBRINGING WORK

2021 ◽  
Vol 70 (2) ◽  
pp. 14-22
Author(s):  
Zh. KolumbayevaSh. ◽  
Keyword(s):  
Professional Training ◽  
Large Scale ◽  
Educational Process ◽  
Educational Organizations ◽  
Spiritual Renewal ◽  
Future Teachers ◽  
Leading Role ◽  
Public Consciousness ◽  
The University ◽  
High Degree

Globalization, informatization, digitalization, led to large-scale changes that have problematized the modern process of upbringing. The modern practice of upbringing in Kazakhstan is aimed at solving the problem of forming an intellectual nation. The key figure in the upbringing process is the teacher. The modernization of public consciousness taking place in Kazakhstan, the renewal of both the content of education and the system of upbringing require understanding not only the content, but also the methodology of the professional training of teachers for the upbringing of children, for the organization of the upbringing system in educational organizations. We believe that the analysis of traditional and clarification of modern methodological foundations of professional training of future teachers of Kazakhstan for upbringing work will give us the opportunity to develop a strategy for training future teachers in the conditions of spiritual renewal of Kazakhstan's society. The article reveals the experience of Abai KazNPU. As a result of the conducted research, we came to the conclusion that the process of training a teacher in Kazakhstan, who has a high degree of ethnic, cultural, and religious diversity, requires strengthening the upbringing and socializing components of the educational process of the university. The strategy of professional training of a modern teacher should be a polyparadigmatic concept with the leading role of ideas of personality-oriented, competence paradigm.

scholarly journals Job attitudes as a predictor of work engagement of the lecturing staff at the University of Namibia

2019 ◽  
Vol 17 ◽  
Author(s):  
Wesley R. Pieters ◽  
Ebben Van Zyl ◽  
Petrus Nel
Keyword(s):  
Work Engagement ◽  
Job Attitudes ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Organisational Commitment ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
The University ◽  
Psychological Need Satisfaction

Orientation: Engaged employees contribute to the success and productivity of an organisation. Satisfaction of basic psychological needs and organisational commitment (job attitudes) impact positively on work engagement of the lecturing staff.Research purpose: The purpose of this study was to investigate the effect of basic psychological need satisfaction and organisational commitment on work engagement of the lecturing staff.Motivation for the study: Organisations realise their objectives through their employees. When employees are not satisfied or committed at work, it can result in low levels of work engagement, absenteeism, exhaustion, cynicism, low productivity and turnover.Research approach/design and method: A cross-sectional survey design was used to collect data of the lecturing staff at the University of Namibia (n = 242). Cronbach’s alpha coefficients, Pearson correlation coefficient and multiple regression analyses were used to analyse the data.Main findings: This study found a positive relationship between basic psychological need satisfaction, organisational commitment and work engagement. Normative and affective commitment was found to be significant predictors of vigour, dedication and absorption (work engagement).Practical/managerial implications: Organisations need to include staff members in the decision-making process, allow employees to direct work-related activities, conduct team-building activities, provide training and development activities and regularly assess job satisfaction of the employees.Contribution/value-add: The novelty of this study in Namibia will add to knowledge within industrial or organisational psychology, encourage future research and guide the development of interventions.

scholarly journals Digitalization Policy Influence: Implementation of Mobile Learning in the University Educational Process

Webology ◽  
2021 ◽  
Vol 18 (Special Issue 04) ◽  
pp. 687-699
Author(s):  
Sergey Evgenievich Shishov
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Teaching Methods ◽  
Educational Process ◽  
Mobile Technologies ◽  
Learning Methods ◽  
Policy Influence ◽  
Main Components ◽  
The University ◽  
Training Organization

The digitalization of higher education has led to the emergence of new teaching methods, including mobile learning methods. The purpose of the study is to determine the prospects, advantages, and obstacles to the introduction of mobile learning in the university educational process in the context of the digitalization policy of education. The study presents the prospects for the introduction of mobile learning in the university educational process; identifies the main components of mobile learning, which ensure the effectiveness of the implementation of mobile technologies and types of mobile content that can be used in the university educational process; an analysis of each type has been carried out; the advantages and obstacles of the introduction of mobile learning are highlighted. In conclusion, mobile technologies allow introducing new forms of training organization, involving the interaction of learning subjects with each other not only during lessons but also outside them.

scholarly journals On the issue of organizational and methodological activities of university teachers in the process of distance work

2020 ◽  
Author(s):  
Г.А. Александрова ◽  
Л.Г. Васильева ◽  
И.В. Филиппова ◽  
С.О. Фоминых
Keyword(s):  
Information System ◽  
Education System ◽  
Educational Process ◽  
Educational Organizations ◽  
University Teachers ◽  
State Pedagogical ◽  
Automated Information System ◽  
Distance Work ◽  
The University ◽  
Epidemiological Situation

Актуальность статьи обусловлена необходимостью изучения особенностей организации деятельности преподавателей вуза в условиях дистанционного режима работы в связи со сложившейся неблагоприятной эпидемиологической ситуацией в стране. Исследование посвящено проблеме и особенностям организационно-методической деятельности преподавателей при дистанционной работе на основе использования автоматизированной информационной системы Битрикс24 в Чувашском государственном педагогическом университете им. И.Я. Яковлева. В работе представлены результаты изучения отношения научно-педагогических работников к удаленному режиму работы, рассмотрены проблемы и трудности, с которыми пришлось столкнуться преподавателям в ходе дистанционной работы. В работе оценены возможности системы Битрикс24 в решении задач организационно-методической деятельности преподавателей. Авторами был проведен анализ организационно-методической готовности преподавателей вуза, вынужденных в условиях пандемии планировать и организовывать образовательный процесс дистанционно. Результаты проведенного исследования предназначены для работников системы образования и руководителей образовательных организаций. The relevance of the article is due to the need to study the features of the organization of the University-teachers’ activities in a distance mode of work in connection with the current unfavorable epidemiological situation in the country. The study is devoted to the problem and peculiarities of the organizational and methodological activity of teachers in the process of distance work based on the use of the automated information system “Bitrix24” at the Chuvash State Pedagogical University named after I.Ya. Yakovlev. The paper presents the results of studying the attitude of scientific and pedagogical workers to a remote mode of work, considers the problems and difficulties that teachers had to face in the process of distance work. The work evaluates the capabilities of the “Bitrix24” system in solving problems of organizational and methodological activities of teachers. The authors analyzed the organizational and methodological readiness of university-teachers who are forced to plan and organize the educational process remotely during a pandemic. The results of the study are intended for employees of the education system and heads of educational organizations.

Regulatory and motivational predictors of procrastination

2020 ◽  
Author(s):  
N. A. Rudnova ◽  
◽  
D. S. Kornienko
Keyword(s):  
Academic Motivation ◽  
Significant Contribution ◽  
Self Regulation ◽  
Negative Relationship ◽  
Psychological Characteristics ◽  
Negative Effects ◽  
Educational Motivation ◽  
Relationship Of ◽  
Functional Components ◽  
Reporting Method

This is a study of regulatory and motivational predictors of student procrastination. Students procrastinate more than young specialists. With age, procrastination decreases due to self-regulation, but procrastination has negative effects, so it is important to determine its predictors. Probably they will become motivation and self-regulation. For the diagnosis of the studied psychological characteristics were used self-reporting method. The study involved 198 students aged 17 to 24 years (M = 19.47; SD = 1.55), students in 1–4 courses, of which 65 % were girls. The results obtained indicate a negative relationship of procrastination with selfregulation and internal academic motivation, a positive one — with motivation. The features of changes in the severity of procrastination, self-regulation and educational motivation from junior to senior are revealed. It has been established that the most significant contribution to the level of procrastination is made by such functional components of self-regulation as programming and modeling.

Explaining the Relationship Between ADHD Symptomatology and Amotivation in the Undergraduate Population: The Role of Basic Psychological Need Frustration

2019 ◽  
Vol 35 (2) ◽  
pp. 139-153
Author(s):  
Rylee Oram ◽  
Maria Rogers ◽  
George DuPaul
Keyword(s):  
Undergraduate Students ◽  
Academic Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Difficulties ◽  
Psychological Need ◽  
Need Frustration ◽  
Academic Amotivation ◽  
The Relationship ◽  
Adhd Symptomatology

Recent research has shown that undergraduate students who experience both clinical and subclinical attention-deficit/hyperactivity disorder (ADHD) struggle academically. Furthermore, these students have cited academic amotivation as a factor in their academic difficulties. Self-determination theory (SDT) posits that a lack of motivation—known as amotivation—may be the result of the frustration of the basic psychological needs—autonomy, competence, and relatedness. For this reason, the current study examined whether basic psychological need frustration mediated the relationship between ADHD symptomatology and academic amotivation. A sample of undergraduate students completed an online questionnaire about their university experience. Data were analyzed using a mediational structural equation model. Results suggested significant relationships between all of the variables. Moreover, basic psychological need frustration fully mediated the relationship between ADHD symptomatology and academic amotivation. These results demonstrate the importance of fulfilling the basic psychological needs of undergraduate students experiencing ADHD symptomatology, as it may increase their academic motivation, and, subsequently, reduce their academic difficulties.

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