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.

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.

The Nexus between emotional, metacognitive, and motivational facets of academic achievement among Iranian university students

2017 ◽  
Vol 9 (4) ◽  
pp. 598-615 ◽  
Author(s):  
Afsaneh Ghanizadeh ◽  
Safoura Jahedizadeh
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Intrinsic Motivation ◽  
Emotional Exhaustion ◽  
Maslach Burnout Inventory ◽  
Equation Modeling ◽  
Content Type ◽  
Efl Students ◽  
Effort Regulation ◽  
The Impact

Purpose The purpose of this paper is to scrutinize university students’ affective experiences in academic contexts as well as the ways to integrate affection into existing models of motivation and learning. In particular, it probed 235 English as foreign language (EFL) students’ emotional exhaustion by investigating its role in their intrinsic motivation, effort regulation, and academic achievement. It also sought to examine the impact of intrinsic motivation on effort regulation and academic achievement as well as the effect of effort regulation on academic achievement among Iranian university students. Design/methodology/approach To do so, two distinctive questionnaires, namely; the “student version of Maslach Burnout Inventory” (Schaufeli et al., 2002) and the “Motivated Strategies for Learning Questionnaire” (Pintrich and DeGroot, 1990) were administered to the participants. The data were analyzed via structural equation modeling (SEM). Findings The findings of the study yielded via SEM revealed that students’ emotional exhaustion negatively predicted students’ intrinsic motivation, effort regulation, and academic achievement. It was also found that intrinsic motivation significantly and positively predicted effort regulation and academic achievement. Finally, effort regulation was found to be a positive and significant predicator of university students’ academic achievement. Originality/value While a plethora of studies, thus far, strived to investigate the concept of burnout in different contexts, there is still a scant body of research attempting to delve into the most significant dimension of the syndrome (i.e. emotional exhaustion), and, to the best knowledge of the present researchers, no documented study to date has studied Iranian university EFL students’ emotional exhaustion, intrinsic motivation, and effort regulation within a single framework.

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.

scholarly journals Attitudes Towards Self-change: A Comparison of Japanese and American University Students

1995 ◽  
Vol 18 (4) ◽  
pp. 577-593 ◽  
Author(s):  
David S. Crystal ◽  
Kazuo Kato ◽  
Sheryl Olson ◽  
Hirozumi Watanabe
Keyword(s):  
United States ◽  
College Students ◽  
Academic Achievement ◽  
University Students ◽  
Empirical Research ◽  
Cognitive Abilities ◽  
The United States ◽  
The Self ◽  
Self Control ◽  
American University

This study examined attitudes related to the possibility of changing cognitions and behaviours among samples of college students in the United States and Japan. Students were asked to identify three things about themselves that they wanted to change, the method they would use to effect these changes, how difficult they thought making such changes would be, and how much they desired to make the changes. Japanese and US students differed significantly in the frequency with which they mentioned all seven aspects of the self that were targeted for change. Students in the United States expressed a desire to improve their sociability, academic achievement and cognitive abilities, physical appearance, and sense of individuality. Students in Japan were most concerned about enhancing their relationships with others, self-control and motivation, and ability to manage practical affairs. In addition, US respondents were more likely than their Japanese counterparts to use behaviour-oriented strategies, to believe it was easy to make self-changes, and to indicate a strong desire to improve the self. The findings are discussed in the context of theories describing different cultural construals of self, and of empirical research on differences between collectivistic and individualistic cultures.

scholarly journals Demotivating Factors of Indonesian College Students to Learn English as A Foreign Language

2018 ◽  
Vol 2 (1) ◽  
pp. 1-24
Author(s):  
Reza Anggriyashati Adara
Keyword(s):  
College Students ◽  
Foreign Language ◽  
University Students ◽  
Intrinsic Motivation ◽  
Mixed Method ◽  
English Language ◽  
The Other ◽  
English Speaker ◽  
Language And Culture ◽  
Method Approach

Investigating demotivating factors can help teachers to avoid them and provide more insights on sustaining learners’ interest in FL learning. The present study aimed to analyse demotivating factors in FL learning. To obtain the findings, the present study applied a mixed method approach. A set of questionnaires adapted from Sakai and Kikuchi’s (2009) questionnaires were distributed to thirty eight university students whereas interviews were conducted to three of them. The findings indicated teacher’s competence and lack of intrinsic motivation as the most salient factors that caused demotivation among the participants. In this consideration, teachers were perceived as incompetent by the participants when teachers have poor English pronunciation and do not provide communicative classrooms. On the other hand, lack of intrinsic motivation was indicated by the loss of students’ interest in learning and their goal to be an English speaker. Providing a communicative classroom with a fluent teacher as well as promoting students’ interest in English language and culture seem to be the solutions to reduce students’ demotivation. [Penelitian tentang faktor-faktor yang menurunkan motifasi (demotivation) dapat membantu para guru untuk menghindari factor-faktor tersebut dan memberikan wawasan untuk mempertahankan minat peserta didik dalam pembelajaran bahasa asing. Penelitian ini menganalisis faktor demotivasi dalam pembelajaran Bahasa asing. Untuk memperoleh jawaban dari beberapa pertanyaan, penelitian ini menerapkan pendekatan metode campuran. Seperangkat kuesioner yang diadaptasi dari model Sakai dan Kikuchi (2009) didistribusikan kepada tiga puluh delapan mahasiswa sedangkan wawancara dilakukan terhadap tiga dari mahasiswa tersebut. Temuan menunjukkan bahwa kompetensi guru dan kurangnya motivasi intrinsik merupakan faktor yang paling menonjol yang menyebabkan demotivasi di antara para peserta. Dalam hal ini, guru dianggap tidak kompeten oleh para peserta ketika guru memiliki pelafalan bahasa Inggris yang buruk dan tidak menyediakan ruang kelas yang komunikatif. Di sisi lain, kurangnya motivasi intrinsik ditunjukkan oleh hilangnya minat siswa dalam belajar dan tujuan mereka untuk berbicara dalam bahasa Inggris. Menyediakan ruang kelas yang komunikatif dengan guru yang fasih serta mempromosikan minat siswa dalam bahasa dan budaya Inggris tampaknya menjadi solusi untuk mengurangi demotivasi siswa]

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.

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 Research Progress of College Students' Learning Burnout

2021 ◽  
Vol 4 (4) ◽  
pp. 43
Author(s):  
Yongmei Hou
Keyword(s):  
Mental Health ◽  
College Students ◽  
Academic Achievement ◽  
Social Development ◽  
Influencing Factors ◽  
Psychological Problem ◽  
Research Progress ◽  
Physical And Mental Health ◽  
Measurement Tools ◽  
Definition Of

Learning burnout is a common psychological problem of college students, which seriously affects college students' academic achievement and physical and mental health, wastes educational resources, and brings various hidden dangers to talent growth and social development. Starting from the definition of the concept of learning burnout, this paper introduces the dimension composition and measurement tools of college students' learning burnout, analyzes the influencing factors of college students' learning burnout, and puts forward the corresponding research prospects in view of the shortcomings of previous research.

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