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.

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 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.

Academic motivation as a predictor of the development of critical thinking in students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anna Berestova ◽  
Sergey Kolosov ◽  
Milena Tsvetkova ◽  
Elena Grib
Keyword(s):  
Critical Thinking ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Total Sample ◽  
Average Score ◽  
Content Type ◽  
Academic Motivation Scale ◽  
Motivation For Learning ◽  
Self Development ◽  
The Relationship

PurposeThe study deals with the problems of development of critical thinking among university students, its connection with motivation for learning and academic achievements of students. The purpose of the study is to define the relationship between academic motivation and critical thinking.Design/methodology/approachThe study involved a survey based on the academic motivation scale. A total of 520 students from four universities in Russia and one Bulgaria University were interviewed.FindingsThe analysis of the questionnaires showed that among the students surveyed the types of motivation contributing to self-development and analysis predominate, namely self-development, cognitive, achievement and self-esteem motivation. The null hypothesis of the study that there was no difference between the average score of the critical thinking test (Watson Glaser Critical Thinking Appraisal, WGCTA) for total sample and the results of students with dominant types of academic motivation that contribute to critical thinking was rejected.Originality/valueIt was revealed that academic motivation has a notable effect on critical thinking and can become a predictor of its development. Several ways have been proposed to track and help students with low academic motivation: regular testing, identification of students with amotivation and strong extrinsic motivation, and psychological support for such 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 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.

Academic Motivation of University Students Towards the Usage of Web 2.0 Technologies

2021 ◽  
pp. 297-315
Author(s):  
Iulia Mihaela Lazar
Keyword(s):  
University Students ◽  
Web 2.0 ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Structural Model ◽  
Educational Aspirations ◽  
Current Knowledge ◽  
Intention To Use ◽  
Web 2.0 Technologies ◽  
Behavioral Intention To Use

Web 2.0 technologies refer to useful and modern tools to motivate students for actively engaging in learning activities. However, there are difficulties to Web 2.0 technologies adoption among university students. Understanding users' motivation could enhance the adoption of Web 2.0 technologies. The aim of this chapter was to use the multivariate methods to quantitative describe the student's user experience (UX) regarding the acceptance of Web 2.0 technologies in higher education. An excellent validity of the structural model for testing the intention to use Web 2.0 technologies by university students was revealed. The data indicate that the intrinsic motivation was composed by users' expectations and educational aspirations. Moreover, the findings revealed that the extrinsic motivation can influence the intention to use Web 2.0 educational tools. This study completed the current knowledge on behavioral intention to use digital tools across university students and released new opportunities for UX investigations.

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 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 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.

Sign in / Sign up

Export Citation Format

Share Document