scholarly journals Relação entre Motivação Acadêmica e o Estresse Percebido: um estudo com discentes de Ciências Contábeis

2021 ◽  
Vol 24 (1) ◽  
pp. 72
Author(s):  
Edvalda Araújo Leal ◽  
Guilherme Ravazzi Squincalha ◽  
Taís Duarte Silva
Keyword(s):  
Perceived Stress ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Motivational Factors ◽  
Public Institution ◽  
Accounting Students ◽  
Academic Motivation Scale ◽  
Accounting Courses ◽  
Research Findings ◽  
Four Levels

Objective: to investigate the relationship between academic motivation and perceived stress in undergraduate Accounting students.Method: a questionnaire was applied to students of the Accounting Sciences course at a Brazilian public institution, a sample of 404 respondents was obtained. The questionnaire included the Academic Motivation Scale, which was analyzed from the factor analysis, making it possible to identify the motivational factors and the Perceived Stress Scale, which made it possible to identify a stress score that was separated in four levels. To test the investigated relationship, a linear regression model was used, which considered the motivational factors and stress scores.Originality/Relevance: the study relates stress and motivation, two variables that have already been identified as factors that can affect the academic trajectory, but had been investigated in Accounting courses in isolation.Results: there was a straight relationship among stress and demotivation and two groups of extrinsic motivation (introjected motivation and identified motivation) and in contrast, an inverse relationship with intrinsic motivation was identified. In addition to it, a higher level of stress was identified in female students.Theoretical/Methodological contributions: the study brings contributions by showing that motivation, depending on its kind, can positively or negatively affect Accounting students’ stress level. Thus, when considering the characteristics of each motivational group, it is understood that the research findings corroborate the Theory of Self-determination and previous studies, and emphasize the importance of monitoring students during graduation.

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.

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.

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.  

scholarly journals Structural relationships among academic procrastination, academic motivation, and problem solving skill in prep class college students

2019 ◽  
Vol 9 (3) ◽  
pp. 849-876 ◽  
Author(s):  
Nihal Yurtseven ◽  
Selçuk Doğan
Keyword(s):  
College Students ◽  
Problem Solving ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
English Language ◽  
Academic Procrastination ◽  
Language Program ◽  
Academic Motivation Scale ◽  
Structural Relationships

Academic procrastination has been one of the major problems among students from different levels of education, specifically for college students. The purpose of this study is to examine the effect of problem solving skill, a kind of cognitive skill, as well as academic motivation on academic procrastination behaviors of university students. In this explanatory correlational research study, 509 college students who enrolled in an extensive English language program at a public university in Turkey were included. As data collection tools, Tuckman procrastination scale, academic motivation scale and problem solving skill inventory were used. After testing our proposed theory through Structural Equation Modelling (SEM), we found that problem solving skill had a strong effect on academic procrastination. We provided evidence showing that academic procrastination was a function of problem solving skill and academic motivation, rather than driven by intrinsic or extrinsic motivation. The current study emphasizes that academic procrastination behavior is related to the problem solving skill and presents a different perspective that should be taken into consideration in dealing with academic procrastination behaviors.

scholarly journals Academic motivation scale - reliability and validity evidence among undergraduate nursing students

2021 ◽  
Vol 29 ◽  
Author(s):  
Geisa Colebrusco de Souza ◽  
Everson Meireles ◽  
Vera Lúcia Mira ◽  
Maria Madalena Januário Leite
Keyword(s):  
Nursing Students ◽  
Intrinsic Motivation ◽  
Internal Structure ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Equation Modeling ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Academic Motivation Scale ◽  
Motivation Scale

Objective: to assess the evidence of validity and reliability of the academic motivation scale (AMS) based on the internal structure. Method: this is a methodological study with 205 undergraduate nursing students. Dimensionality/internal structure of the AMS was assessed using factor analysis in the context of exploratory structural equation modeling (ESEM) and reliability of the factors was assessed by Cronbach’s alpha (α) coefficient and composite reliability (CR) coefficient. Results: acceptable fit indexes were obtained (CFI = 0.92; RMSEA = 0.07; SRMR = 0.06) for a three-dimensional model: intrinsic motivation (10 items; α = 0.84; CR = 0.86); extrinsic motivation (8 items; α = 0.84; CR = 0.90); and demotivation (4 items; α = 0.84; CR = 0.88). A significant correlational pattern was found for the motivation continuum. Conclusion: the dimensionality analysis for the AMS presented a model with three factors: intrinsic motivation, extrinsic motivation and demotivation, and was considered a reduced alternative to the original version of seven factors. This study helped assess the validity of the measurement instrument and its theory refinement; further studies should be conducted to assess its invariance property.

scholarly journals The Construct Validity of Vallerand’s Academic Motivation Scale (AMS)

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Salem Ali Salem Algharaibeh
Keyword(s):  
Factor Analysis ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Two Dimensions ◽  
Three Dimensions ◽  
Factorial Structure ◽  
Factor Solution ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Three Factor

It seems that the academic motivation structure is affected by cultural factors. Many studies have examined the factorial structure of the academic motivation scale (AMS), and the results showed different factorial structures of AMS (e.g., Taghipour Ali Hosein et al. (EL-yazidi and Louzani, 2017) concluded that the scale consists of two dimensions; Natalya and Purwanto (2018) concluded that it consists of three dimensions; Alruaili (2020) concluded that it consists of four dimensions; Abu Awad (2009) concluded that the scale consists of six dimensions). The AMS is one of the most widely used academic motivation measures across the world. It was built on the basis of the self-determination theory. The current study aimed at investigating the factorial structure of the AMS using the exploratory factor analysis (PCA) and the confirmatory factor analysis (CFA). The AMS was applied to a sample of 401 university students. The results of PCA suggested a three-factor solution (intrinsic motivation, extrinsic motivation, and Amotivation), and CFA was conducted for three competing structures (three factors, five factors, and seven factors); the results confirmed the three-factor solution for the AMS. The results also showed that the AMS dimensions had good alpha coefficient values which were greater than the acceptable cut-off value of 0.7. In conclusion, the Jordanian version of the AMS is a valid scale that consists of 24 items loaded on three factors (intrinsic, extrinsic, and Amotivation) for measuring academic motivation.

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