Self-Determination Approach to Understanding of Motivation in Students of Helping Professions

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F16%3A43875126" target="_blank" >RIV/70883521:28150/16:43875126 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.sciencedirect.com/science/article/pii/S1877042816001452" target="_blank" >http://www.sciencedirect.com/science/article/pii/S1877042816001452</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.sbspro.2016.02.120" target="_blank" >10.1016/j.sbspro.2016.02.120</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Self-Determination Approach to Understanding of Motivation in Students of Helping Professions

Popis výsledku v původním jazyce

The paper presents research results aimed at the identification of the motivation to learn of students in the preparation of helping professions. Student motivation is an important part of the self-regulated learning process, yet not sufficient attention is paid to this issue at the tertiary level of education. The research aims to discover the extent to which studentś motivation to learn is internalized, and also to determine the extent to which this motivation is domain-specific. For research purposes, we chose a questionnaire method among 286 students of helping professions. The questionnaire contained 23 items divided according to the type of motivation, ranging from amotivation to intrinsic motivation. Motivation in students ranges from introjected to the identified type of regulation. Intrinsic motivation as the predominant type of motivation occurs only sporadically in the research sample. The motivation to learn is domain-specific in three types of external regulation and in intrinsic motivation. No distinct type of motivation was detected in a large number of the respondents. The more the students perceive their discipline as important and useful, the more internalized their motivation is, and vice versa. In a large number of students, there are multiple motives encouraging their learning within a specific discipline, these are often in opposition. Motivation is the key to success in one's studies and it is reflected in the professional quality of future graduates in helping profession.

Název v anglickém jazyce

Self-Determination Approach to Understanding of Motivation in Students of Helping Professions

Popis výsledku anglicky

The paper presents research results aimed at the identification of the motivation to learn of students in the preparation of helping professions. Student motivation is an important part of the self-regulated learning process, yet not sufficient attention is paid to this issue at the tertiary level of education. The research aims to discover the extent to which studentś motivation to learn is internalized, and also to determine the extent to which this motivation is domain-specific. For research purposes, we chose a questionnaire method among 286 students of helping professions. The questionnaire contained 23 items divided according to the type of motivation, ranging from amotivation to intrinsic motivation. Motivation in students ranges from introjected to the identified type of regulation. Intrinsic motivation as the predominant type of motivation occurs only sporadically in the research sample. The motivation to learn is domain-specific in three types of external regulation and in intrinsic motivation. No distinct type of motivation was detected in a large number of the respondents. The more the students perceive their discipline as important and useful, the more internalized their motivation is, and vice versa. In a large number of students, there are multiple motives encouraging their learning within a specific discipline, these are often in opposition. Motivation is the key to success in one's studies and it is reflected in the professional quality of future graduates in helping profession.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

—

Projekt

—

Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2016

Kód důvěrnosti údajů

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

Název statě ve sborníku

Procedia Social and Behavioral Sciences

ISBN

—

ISSN

1877-0428

e-ISSN

—

Počet stran výsledku

9

Strana od-do

688-696

Název nakladatele

ELSEVIER SCIENCE BV, SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS

Místo vydání

Amsterdam

Místo konání akce

Istanbul, TURKEY

Datum konání akce

13. 10. 2015

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000387478700086