scholarly journals STUDENT LEARNING MOTIVATIONS IN THE FIELD OF MANAGEMENT WITH (AND WITHOUT) GAMIFICATION

2020 ◽  
Vol 3 (1) ◽  
pp. 47-71
Author(s):  
Rui Silva ◽  
Ricardo Rodrigues ◽  
Carmem Leal
Keyword(s):  
Undergraduate Students ◽  
Academic Motivation ◽  
Total Sample ◽  
Control Group ◽  
Motivation To Learn ◽  
Academic Motivation Scale ◽  
Motivation Level ◽  
Motivation Scale ◽  
In The Beginning ◽  
Academic Year

This study applied the Academic Motivation Scale (AMS) by Vallerand et al. (1992), adapted for the Accounting and Marketing Academic Motivation Scale (AMAMS) in order to analyse who is the motivation level of Portuguese undergraduate students who were attending the Curricular Units (CUs) of Accounting and Marketing, in the beginning, and in the end of 2017/2018 academic year. This longitudinal empirical study reports motivation evolution level of students who studied Accounting and Marketing knowledge areas at two different temporal moments, with and without gamified teaching resource, during the classes. The final goal of this study is to analyse the motivation evolution with and without application of the gamified resources in the teaching process.The study included a total sample of 1923 students divided into two groups: the Gamified Group (GG) and the Control Group (CG) and with their motivations subject to evaluation prior to the beginning of classes (Moment 1 – M1) and at the end of the scheduled classes (Moment 2 – M2). The results enable the verification that the GG students experienced an increase in their Motivation to Learn (IMTK) between M1 and M2 greater than the CG students.

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 Examination of academic motivation level of prospective elementary mathematics teachers towards mathematics of in terms of certain variables

2011 ◽  
Vol 2 (1) ◽  
pp. 51-60 ◽  
Author(s):  
Mustafa Terzi ◽  
Mahmut Ünal ◽  
Mustafa Çağrı Gürbüz
Keyword(s):  
Mathematics Teachers ◽  
Academic Motivation ◽  
Elementary Mathematics ◽  
Personal Information ◽  
Academic Motivation Scale ◽  
Motivation Level ◽  
Motivation Scale ◽  
Faculty Of Education ◽  
Preference Orders ◽  
Academic Year

The purpose of this research is to examine the level of academic motivation of the students at the Department of Elementary Mathematics in terms of certain variables. 248 students studying at the Department of Elementary Mathematics Education of the Faculty of Education at the Gazi University in academic year 2010 - 2011 participated in this research. The research employed the Academic Motivation Scale and Personal Information Form, and One-Way Analysis of Variance (ANOVA), t test was conducted on the data, and Pearson Product-Moment Correlation Coefficient was calculated. According to the results obtained from the research, there is low, positive and meaningful relation (r = .21) between the academic achievement average of the Prospective Mathematics Teachers and their academic motivation levels; and it has been found out that the levels of academic motivation of students show meaningful differences based on their preference orders, type of education they study and class levels.

scholarly journals Academic Motivation Scale: Development, Application and Validation for Portuguese Accounting and Marketing Undergraduate Students

2018 ◽  
Vol 13 (11) ◽  
pp. 1 ◽  
Author(s):  
Rui Silva ◽  
Ricardo Rodrigues ◽  
Carmem Leal
Keyword(s):  
Undergraduate Students ◽  
Structural Equation ◽  
Academic Motivation ◽  
Statistical Reliability ◽  
Academic Motivation Scale ◽  
Equation Modelling ◽  
Motivation Scale ◽  
Original Scale ◽  
First Time ◽  
Development Application

The purpose of this research is the adaptation of the Academic Motivation Scale (AMS) and its use on Accounting and Marketing college undergraduates. After the AMS had been adapted and changed into the Accounting and Marketing Academic Motivation Scale (AMAMS), it was validated in psychometric terms so that it could become a valid tool to be applied and used in studies involving this type of students. Using structural equation modelling, the AMAMS that resulted from adapting the original AMS model was tested. The new scale thus obtained has produced significant results that were very similar to those of the original scale, which means that it is valid and can be applied to other contexts. The validity and statistical reliability of the new scale made it possible to measure Accounting and Marketing college undergraduates’ motivation in a reliable and robust way. The present research is an important contribution for literature since it is the first time that AMS is adapted to and validated in students of these two areas of management, although it has already been applied to several educational contexts.

scholarly journals Exploring participation in co-curricular activities among undergraduate students

2017 ◽  
Author(s):  
Hilda Mary Mulrooney
Keyword(s):  
Intrinsic Motivation ◽  
Undergraduate Students ◽  
Academic Motivation ◽  
Real Life ◽  
Employability Skills ◽  
First Year ◽  
First Year Students ◽  
Academic Motivation Scale ◽  
Different Types ◽  
Motivation Scale

Co-curricular activities offer an opportunity for students to develop and demonstrate employability skills. Not all students take advantage of activities on offer, while others undertake multiple activities. In this study, second and third year students from two related undergraduate degree courses who had and had not taken up co-curricular activities identified their reasons for participating or not, and completed two questionnaires exploring their motivation (Academic Motivation Scale, AMS and Motivated Strategies for Learning Questionnaire, MSLQ). First year students identified which activities they would be interested in participating in in future years, and why. Clear differences in participation between the two degree courses were seen, with significantly higher levels of intrinsic motivation among students who participated. Among those who did participate compared with those who did not, significant differences in different types of motivation were seen. Self-efficacy was also significantly higher in those who did, compared with those who did not, participate, although whether this is a cause or a consequence of participation is unclear. First year students indicated interest in a range of co-curricular activities, for personal as well as academic reasons. Further work is needed to ensure that all students understand the relevance and importance of co-curricular activities.Key words: co-curricular, real-life learning, employability skills

scholarly journals Comparing the Academic Motivation of Conventional and Distance Education Students: A Study about a Turkish University

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 341-351
Author(s):  
Muhammad Abid Malik ◽  
Bulent Akkaya
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Academic Motivation ◽  
Education Students ◽  
Culture Study ◽  
Chi Square ◽  
Academic Motivation Scale ◽  
Motivation Level ◽  
Motivation Scale ◽  
Program Data

Distance and online education are becoming increasingly common in the current era. Along with many purely online and distance education universities, many conventional universities are also offering programs through distance education. Students studying in distance education programs have a different environment, culture, study habits, and other factors that may influence them and their motivation level. This study compares academic motivation levels between conventional and distance education students studying in a Turkish university program. Data were collected from 218 students through the Academic Motivation Scale. Independent T-test and Chi-square tests were used to analyze the data with the help of the SPSS program. The results show that the academic motivation level of the students in a conventional program is statistically significantly higher than those studying through a distance program. Moreover, while there were differences based on all three demographical variables (age, gender, and grade), statistically significant differences were found only based on age and grade. The study suggests that there is a need to add motivational materials and strategies for distance education students. This especially becomes important for those conventional education students who have been forced to learn through distance/ online education during Covid-19.

Validation Study of the Academic Motivation Scale for Online University Learners

2019 ◽  
Vol 19 (7) ◽  
pp. 241-263
Author(s):  
Ji Hae Lee ◽  
Song Yi Beak ◽  
Dong-Jin Kim ◽  
Jinmi Kim ◽  
Eun Joo Lee
Keyword(s):  
Validation Study ◽  
Academic Motivation ◽  
Academic Motivation Scale ◽  
Motivation Scale

scholarly journals Competencia socioemocional en el aula: Características del profesor que favorecen la motivación por el aprendizaje en alumnos de Enseñanza Secundaria Obligatoria

2014 ◽  
Vol 20 (3) ◽  
pp. 257
Author(s):  
Mª Cristina Núñez del Río ◽  
Mónica Fontana Abad
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Academic Motivation ◽  
School Failure ◽  
Emotional Competencies ◽  
Dysfunctional Family ◽  
Social And Emotional ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Recommended Guidelines

RESUMENNo se puede negar el incremento en los diez últimos años de investigaciones y publicaciones centradas en la Competencia Socioemocional. En concreto, este estudio aborda uno de los procesos que, según Goleman (1996), forma parte del constructo Inteligencia Emocional: la motivación. Numerosos estudios tratan su relación con el rendimiento y el fracaso escolar (González, Mendiri y Arias, 2002; Brier, 2006). El aumento de los índices de desmotivación en las aulas, unido a un rendimiento académico cada vez menor en algunos grupos de alumnos —a los que se unen aspectos y situaciones familiares disfuncionales—, justifica este estudio acerca de uno de los factores que más incidencia puede tener en los alumnos y sobre el que se puede intervenir: se trata de las características de los profesores que son percibidas como motivadoras por sus alumnos. En concreto, el estudio aborda el análisis de las diferencias en función de los diferentes cursos, el sexo y los factores de motivación según la Escala de Motivación Académica (EMA, Manassero y Vázquez, 1997, 1998). Para ello, se presentan los primeros hallazgos de un estudio, con una muestra incidental de 350 alumnos de ESO, pertenecientes a dos colegios concertados de diferentes áreas de Madrid. El trabajo concluye con algunas pautas de intervención para los profesores, que se consideran recomendables en la actuación en las aulas.ABSTRACTIt can’t be denied that, in the last ten years, research and publications focusing on Social and Emotional Competencies is increasing. This study addresses one of the processes, which according to Goleman (1996), is part of the Emotional Intelligence construct: motivation. Numerous studies deal with its relationship with performance and school failure (Gonzalez, Mendiri and Arias, 2002; Brier, 2006). The increased rates of demotivation in the classroom, coupled with an increasingly lower academic performance in some groups of pupils, together with dysfunctional family situations, justify this study about one of the factors with more impact on students: the characteristics of teachers who are perceived as motivating by the students. Specifically, in this paper, the differences taking into account the courses, the sex and the motivational factors according to the Academic Motivation Scale (EMA, Manassero and Vazquez, 1997, 1998) will be analyze. For this propose, the first findings of a study, with an incidental sample of 350 students from two schools in different areas of Madrid, will be presented. The paper concludes with some recommended guidelines for intervention for teachers in the classroom. 

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.

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