A New Approach to an Achievement Motivation System for the Choice of an Engineering High School and Field of Study

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F21%3AA2202CN6" target="_blank" >RIV/61988987:17450/21:A2202CN6 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.jamris.org/index.php/JAMRIS/article/view/698" target="_blank" >https://www.jamris.org/index.php/JAMRIS/article/view/698</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14313/JAMRIS/2-2021/13" target="_blank" >10.14313/JAMRIS/2-2021/13</a>

Jazyk výsledku

angličtina

Název v původním jazyce

A New Approach to an Achievement Motivation System for the Choice of an Engineering High School and Field of Study

Popis výsledku v původním jazyce

Achievement motivation is an important prerequisite for students’ engagement, overcoming study difficulties and, ultimately, successful completion of their studies. The aim of this study is to find out the current level of performance motivation of the population of students of engineering high schools, to compare its level with the standard for high school population and to find out whether there is a relationship between its level and choice. Two questionnaires were used in the research. The first was the School Achievement Motivation Questionnaire for Pupils (Hrabal, Pavelková, 2011). The theory of achievement motivation is then based on the concept of independence of the need for successful performance and the need to avoid failure. The resulting orientation of a person in a performance situation then depends on the predominance of one or the other tendency. The second questionnaire was focused on finding personal data, questions of school choice, satisfaction with school choice. The research was carried out at the beginning of 2020 and the sample consisted of over 900 students. Main results of the study: First, in the component of performance motivation NACH (need to achieve) the performance motivation of the group is statistically different from the group norm. In the NAF (the need to avoid failure) component, the results are statistically identical. Second, schools do not differ in the results for the NACH component, but differ in the NAF component. Third, in both components, the value of performance motivation for beginners and for final years in both components is significantly different from other years. Fourth, the student's statement on the choice of study at an engineering school as a primary choice is not related to the values of NACH and NAF. Fifth, the level of student's achievement motivation in both components is related to the student's idea of studying.

Název v anglickém jazyce

A New Approach to an Achievement Motivation System for the Choice of an Engineering High School and Field of Study

Popis výsledku anglicky

Achievement motivation is an important prerequisite for students’ engagement, overcoming study difficulties and, ultimately, successful completion of their studies. The aim of this study is to find out the current level of performance motivation of the population of students of engineering high schools, to compare its level with the standard for high school population and to find out whether there is a relationship between its level and choice. Two questionnaires were used in the research. The first was the School Achievement Motivation Questionnaire for Pupils (Hrabal, Pavelková, 2011). The theory of achievement motivation is then based on the concept of independence of the need for successful performance and the need to avoid failure. The resulting orientation of a person in a performance situation then depends on the predominance of one or the other tendency. The second questionnaire was focused on finding personal data, questions of school choice, satisfaction with school choice. The research was carried out at the beginning of 2020 and the sample consisted of over 900 students. Main results of the study: First, in the component of performance motivation NACH (need to achieve) the performance motivation of the group is statistically different from the group norm. In the NAF (the need to avoid failure) component, the results are statistically identical. Second, schools do not differ in the results for the NACH component, but differ in the NAF component. Third, in both components, the value of performance motivation for beginners and for final years in both components is significantly different from other years. Fourth, the student's statement on the choice of study at an engineering school as a primary choice is not related to the values of NACH and NAF. Fifth, the level of student's achievement motivation in both components is related to the student's idea of studying.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50300 - Education

Projekt

<a href="/cs/project/TJ02000083" target="_blank" >TJ02000083: Vzdělávání ve strojírenských oborech a jeho optimalizace pro potřeby trhu práce</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)<br>S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název periodika

Journal of Automation, Mobile Robotics and Intelligent Systems

ISSN

1897-8649

e-ISSN

2080-2145

Svazek periodika

15

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

7

Strana od-do

44-50

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85125567584