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 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 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 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" />

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 THE CORRELATION BETWEEN ENGLISH LEARNING MOTIVATION AND ENGLISH PROFICIENCY ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS

2019 ◽  
Vol 3 (1) ◽  
pp. 79-94
Author(s):  
Deborah Purwanti ◽  
Hilda Puspita ◽  
Mulyadi .
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
English Proficiency ◽  
Learning Motivation ◽  
English Learning ◽  
Study Program ◽  
Grand Total ◽  
Medium Level ◽  
Level Of Significance ◽  
English Learning Motivation

This study is aimed at identifying English learning motivation and English proficiency achievement. Then, the researcher would like to see the correlation between the students’ motivation and their English proficiency achievement. The research was designed as quantitative correlation. Here, a total of 77 students were asked to complete the motivation questionnaire and set in a TOEFL test. The result of this research revealed that the English learning motivation of the students was in ‘high’ category. This can be seen from the grand total of mean 3.59 which indicated high intrinsic motivation as the dominant motivation. While, the scores of English proficiency achievement indicates that the students had ‘medium’ level of English Proficiency, the range score of medium level is 400-499. Another result showed that there was a significant correlation between English learning motivation and English proficiency achievement. It can be proven by rcount (0.346) > rtable (0.224), 5% level of significance; there was a correlation between students with intrinsic motivation and their English proficiency achievement, rcount (0.348) > rtable (0.233); while there was no correlation between students with extrinsic motivation and their English proficiency achievement, rcount (0.307) < rtable (0.811). It means that the correlation between English learning motivation and English proficiency achievement was in ‘weak’ level.

Sign in / Sign up

Export Citation Format

Share Document