Academic motivation in the Context of Demographic and Study Characteristics

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F19%3A73598643" target="_blank" >RIV/61989592:15410/19:73598643 - isvavai.cz</a>

Result on the web

—

DOI - Digital Object Identifier

—

Result language

angličtina

Original language name

Academic motivation in the Context of Demographic and Study Characteristics

Original language description

The concept of motivation is investigated in various scientific disciplines and primarily focuses on an analysis of “what and why” people do. A large number of research studies focus on performance motivation. Academic motivation is often considered a degree of motivation (amotivation) for study in university students. It includes the causes and reasons explaining why people study (Murton et al. 2008, Paulsen &amp; Feldman, 2005) and becomes the key aspect of academic achievement. The present paper focuses on an analysis of academic motivation among university students in the context of demographic and study variables (type of study, form of study). The research sample consisted of 710 university students (mean age = 22.61, SD = 4.173, range 19-55 years) of whom 116 were male (mean age = 23.34, SD = 3.578, range = 19-42 years) and 594 were female (mean age = 22.47, SD = 4.268, range = 19-55 years). The study was conducted in compliance with applicable ethical principles. The data were obtained by means of the Academic Motivation Scale (AMSC-28, Vallerand, et al., 1992). This is a scale based on the self-determination theory and comprises 28 items divided into 7 subscales assessing 3 types of intrinsic motivation, 3 types of extrinsic motivation, and amotivation. The reliability of the questionnaire reached an acceptable level of ω = .81 (Vallerand, et al., 1992). Statistical methods applied: t-test, Mann-Whitney U test, Pearson correlation analysis, ANOVA. The results of the survey suggest statistically significant differences in the context of gender and age. There are significant differences between men and women in the following dimensions Intrinsic motivation – to know (p = .001, women have a higher score), Extrinsic motivation – identified (p = .003, women have a higher score), and amotivation (p = .003, men have a higher score). In relation to age, the results of the Pearson correlation analysis confirmed a significant correlation between extrinsic motivation – identified (r = -.112, r2 = .013, p = .003) and extrinsic motivation – external regulation (r = -.112, r2 = .013, p = .003), which decrease with age. The results are significant in the context of the academic environment. The paper also discusses the limitations of the study and the application framework of the results.

Czech name

—

Czech description

—

Type

D - Article in proceedings

CEP classification

—

OECD FORD branch

50101 - Psychology (including human - machine relations)

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2019

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

ICLEL 2019 Proceedings Book

ISBN

978-605-66495-7-8

ISSN

—

e-ISSN

—

Number of pages

9

Pages from-to

367-375

Publisher name

Sakarya Üniversitesi

Place of publication

Sakarya

Event location

Baku

Event date

Jul 9, 2019

Type of event by nationality

WRD - Celosvětová akce

UT code for WoS article

—