Academic motivation in the Context of Demographic and Study Characteristics

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Academic motivation in the Context of Demographic and Study Characteristics

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Academic motivation in the Context of Demographic and Study Characteristics

Popis výsledku anglicky

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.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

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

Název statě ve sborníku

ICLEL 2019 Proceedings Book

ISBN

978-605-66495-7-8

ISSN

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e-ISSN

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Počet stran výsledku

9

Strana od-do

367-375

Název nakladatele

Sakarya Üniversitesi

Místo vydání

Sakarya

Místo konání akce

Baku

Datum konání akce

9. 7. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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