scholarly journals Motivação e aprendizagem autorregulada

2021 ◽  
Vol 3 (5) ◽  
pp. 3384-3396
Author(s):  
Eli Andrade Rocha Prates ◽  
Maria Cristina Rodrigues Azevedo Joly
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Self Regulation ◽  
Business Administration ◽  
Effective Strategies ◽  
Academic Motivation Scale ◽  
Educational Professionals ◽  
Psychology Courses ◽  
The One

A motivação tem-se destacado como um construto importante para o ensino eficaz e aprendizagem significativa. A busca dos profissionais da educação é por estratégias e procedimentos mais eficazes para que os estudantes  aprendam e apliquem os conhecimentos adquiridos nas universidades. Nesse sentido, este estudo consistiu na aplicação da Escala de Motivação Acadêmica (EMA), baseada na Teoria da Autorregulação, em 814 universitários paulistas e mineiros, sendo 70,3% do gênero feminino, com faixa etária de 18 a 62 anos, dos cursos de administração (57,3%), psicologia (27,2%) e pedagogia (15,5%). Constatou-se que os estudantes apresentaram menor média para o fator motivação extrínseca por recompensas sociais e média maior no fator motivação intrínseca, demonstrando ser esta a motivação que os alunos entendem como a que melhor proporciona aprendizagem. Verificou-se, também, uma alteração no continuum de autorregulação; que as mulheres balizam mais seu estudo pela motivação intrínseca; que quanto mais os universitários avançam em idade, mais a motivação intrínseca sobressai. Olhando-se para os semestres, concluiu-se que a motivação permeia todos eles, sendo fator importante para a didática. Verificou-se também que o curso de administração mostrou-se mais dependente da motivação extrínseca para o estudo, enquanto os cursos de pedagogia e psicologia se aproximaram muito mais da motivação intrínseca. A hipótese da necessidade de refinamento dos itens que medem a motivação extrínseca e a ampliação e diversificação da amostra oportunizariam o aprofundamento da investigação.     Motivation has stood out as an important construct for effective teaching and meaningful learning. The search for educational professionals is for more effective strategies and procedures for students to learn and apply the knowledge acquired in universities. In this sense, this study consisted in the application of the Academic Motivation Scale (AMS), based on the Theory of Self-Regulation, in 814 college students from São Paulo and Minas Gerais, being 70.3% female, with ages ranging from 18 to 62 years old, from business administration (57.3%), psychology (27.2%) and pedagogy (15.5%). It was verified that the students presented a lower average for the extrinsic motivation factor due to social rewards and a higher average in the intrinsic motivation factor, demonstrating that this is the motivation that the students understand as the one that best provides learning. It was also verified that there was a change in the continuum of self-regulation, that women are more motivated by intrinsic motivation, and that the older the students get, the more intrinsic motivation stands out. Looking at the semesters, it was concluded that motivation permeates all of them, being an important factor for didactics. It was also verified that the business administration course proved to be more dependent on extrinsic motivation for study, while the pedagogy and psychology courses were much closer to intrinsic motivation. The hypothesis of the need for refinement of the items that measure extrinsic motivation and the expansion and diversification of the sample would provide an opportunity to deepen the investigation.  

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 Academic motivation scale - reliability and validity evidence among undergraduate nursing students

2021 ◽  
Vol 29 ◽  
Author(s):  
Geisa Colebrusco de Souza ◽  
Everson Meireles ◽  
Vera Lúcia Mira ◽  
Maria Madalena Januário Leite
Keyword(s):  
Nursing Students ◽  
Intrinsic Motivation ◽  
Internal Structure ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Equation Modeling ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Academic Motivation Scale ◽  
Motivation Scale

Objective: to assess the evidence of validity and reliability of the academic motivation scale (AMS) based on the internal structure. Method: this is a methodological study with 205 undergraduate nursing students. Dimensionality/internal structure of the AMS was assessed using factor analysis in the context of exploratory structural equation modeling (ESEM) and reliability of the factors was assessed by Cronbach’s alpha (α) coefficient and composite reliability (CR) coefficient. Results: acceptable fit indexes were obtained (CFI = 0.92; RMSEA = 0.07; SRMR = 0.06) for a three-dimensional model: intrinsic motivation (10 items; α = 0.84; CR = 0.86); extrinsic motivation (8 items; α = 0.84; CR = 0.90); and demotivation (4 items; α = 0.84; CR = 0.88). A significant correlational pattern was found for the motivation continuum. Conclusion: the dimensionality analysis for the AMS presented a model with three factors: intrinsic motivation, extrinsic motivation and demotivation, and was considered a reduced alternative to the original version of seven factors. This study helped assess the validity of the measurement instrument and its theory refinement; further studies should be conducted to assess its invariance property.

Examining the Validity of the Academic Motivation Scale by Comparing Scale Construction to Self-Determination Theory

2000 ◽  
Vol 86 (2) ◽  
pp. 560-564 ◽  
Author(s):  
Kevin O. Cokley
Keyword(s):  
Intrinsic Motivation ◽  
Negative Correlation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
Scale Construction ◽  
Self Determination ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Identified Regulation

This study examined the construct validity of the Academic Motivation Scale. Specifically, subscale correlations were examined to assess whether support for a continuum of self-determination would be provided. The three types of Intrinsic Motivation were significantly and positively correlated with each other .67, .62, and .58, while the three types of Extrinsic Motivation were significantly and positively intercorrelated .50, .49, and .45. The former subscales, however, correlated higher with Introjected Regulation than Identified Regulation, suggesting that Introjected Regulation may be indicative of more self-determined behavior than has previously been believed. Also, the Intrinsic Motivation To Accomplish subscale had a stronger relationship with two of the Extrinsic Motivation subscales, Identified Regulation and Introjected Regulation, than did the Extrinsic Motivation subscales with each other. This suggests that the differences between Extrinsic and Intrinsic Motivation are not as obvious as has been believed. Also, contrary to self-determination theory, Amotivation had a stronger negative correlation with Identified Regulation ( r = −.31) than with any of the Intrinsic Motivation subscales ( rs = −.27, −.19, and –.11).

scholarly journals The Mediation Role of Intrinsic and Extrinsic Motivation in the Relationship between Creative Educational Environment and Metacognitive Self-Regulation

2016 ◽  
Vol 5 (3) ◽  
pp. 272
Author(s):  
Farnaz Mehdipour Maralani
Keyword(s):  
Intrinsic Motivation ◽  
Learning Strategies ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Self Regulation ◽  
Educational Environment ◽  
Intrinsic And Extrinsic Motivation ◽  
Education Environment ◽  
The Relationship

<p>This study investigated the mediation role of intrinsic and extrinsic motivation in the relationship between creative educational environment and metacognitive self-regulation. Participants were 300 girls, selected randomly from the girl hostel in university of Tehran. Participants completed Akoal’s creative educational environment questionnaire, AMS academic motivation questionnaire and self-regulated learning strategies questionnaire MSLQ. To examine reliability of measures, Cronbach alpha coefficient and to determine validity factor analysis were used. The path diagram of hypothetical model was tested. Findings revealed the relationship between the models variables. So, teachers who want their students have a high intrinsic motivation in addition to create a conditions for free choice, should be confide the students, support ideas and give time to the idea, consider duties that are challengeable, teach debate, conflict and risk to their students and also with regard to the vitality, joy, dynamism and humor, create education environment for the development of their creativity. By creating such an environment, intrinsic motivation and using meta-cognitive self regulation becomes more. Implications and suggestions for future studies are discussed.</p>

scholarly journals Academic Motivations of Pregrade Students in the Choice of International Business Career

2020 ◽  
Vol 9 (2) ◽  
pp. 85
Author(s):  
Wagner Enoc Vicente-Ramos ◽  
Brenda Gonzales Silva ◽  
Shirley Teresa Nuñez Merino ◽  
Silvana Marjorie Paucar Lazo ◽  
Christian Richard Mejia Álvarez
Keyword(s):  
Intrinsic Motivation ◽  
International Business ◽  
Significant Relationship ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Business Students ◽  
Motivation Factors ◽  
Academic Motivation Scale ◽  
Academic Motivations ◽  
Identified Regulation

The main objective of this research is to determine which is the most recurrent motivation by university students choose international business careers at 8 universities in Peru. The study sample is composed by 1242 international business students from the main universities in Peru. For this study, the Academic Motivation Scale (AMC) was used, this scale considers intrinsic motivation factors (knowledge, achievement, stimulating experiences), extrinsic motivation (identified regulation, introjected regulation, external introjected) and amotivation.As a result, the research shows that the students wanted to achieve their goals (84%), because it is aligned to their dreams (83%), also that they want to show to other people that they are capable to generate business opportunities (81%). On the other hand, the main demotivations were the fact that they don’t care and just want to finish the career (10%), they didn’t know which career choose (13%) and they didn’t know the reason why they choose this career (15%).It is concludes that the factors of academic motivations (motivation, extrinsic motivations and intrinsic motivations) are positively related to the choice of the international business career. Where the most significant relationship is that between extrinsic motivation with external regulation and the choice of the international commercial career, to achieve its objectives such as giving a more positive image to family and friends. While the least significant relationship is that between the intrinsic motivation for stimulating experiences and the choice of an international business career.

scholarly journals VALIDATION OF THE ACADEMIC MOTIVATION SCALE IN A SAMPLE OF HIGH SCHOOL STUDENTS

2018 ◽  
pp. 191-216
Author(s):  
Anela Hasanagić ◽  
Nina Bosankić
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Validity And Reliability ◽  
School Students ◽  
Academic Motivation Scale ◽  
Motivation Scale

Academic motivation implies an internal process that initiates and maintains activities aimed at reaching certain academic goals. The objective of this research was to explore the psychometric characteristics of the Academic Motivation Scale (AMS). The sample comprised 157 participants, high school students in the Sarajevo Canton. An item analysis indicated that discriminatory validity and reliability indices were satisfactory for all items. The Cronbach’s alpha coefficients for separate subscales were ranging from 0.77 to 0.84, and for the whole instrument α = 0.912. An exploratory factor analysis specified 5 factors, with 66.53% of the variance explained. After a Equamax rotation with Kaiser normalization we reached the solution whereby there are two subscales of intrinsic motivation – for knowledge and stimulation- and they present the first factor. The second factor is composed of the subscales of extrinsic motivation – imposed and externally regulated. The third factor are the items of a-motivation, the fourth the items of intrinsic motivation for achievement, and the fifth the items of extrinsic internalized motivation. A confirmatory factor analysis did not offer a more interpretable solution. After separate factor analyses of the subscales of intrinsic and extrinsic motivation, we got a satisfactory solution whereby the three subscales of intrinsic and three of extrinsic motivation might be distinguished. In conclusion, we can say that this measuring instrument has satisfactory metric characteristics and that the existence of the following seven factors has been partially confirmed: intrinsic motivation (for knowledge, achievement, stimulation), extrinsic motivation (imposed, internalized, externally regulated) and a-motivation.

scholarly journals A Comparison of Physical Education Students’ Motivation Using Polish and Turkish Versions of the Academic Motivation Scale

2016 ◽  
Vol 54 (1) ◽  
pp. 207-218 ◽  
Author(s):  
Agnieszka Ardeńska ◽  
Rajmund Tomik ◽  
Serkan Berber ◽  
Burak Düz ◽  
Barış Çivak ◽  
...  
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Academic Motivation Scale ◽  
Physical Education Students ◽  
Intellectual Abilities ◽  
Motivation Scale ◽  
And Gender ◽  
The University

AbstractMotivation is an important phenomenon in the realm of education, particularly in the university fields connected with physical education and sport, where it is necessary to accommodate and balance intellectual abilities and physical fitness. The present study tested motivation levels among university students in the fields connected with physical education and sport in Poland and Turkey. It was based on the Self-Determination Theory (Deci and Ryan, 1985), namely intrinsic motivation, extrinsic motivation and amotivation which impact human behaviour. The Academic Motivation Scale was used (Vallerand et al., 1992). The aims of the study were twofold, first, to crossculturally validate Polish and Turkish versions of the Academic Motivation Scale and second, to identify and compare the motivation to study depending on nationality and gender. Both Polish and Turkish versions of the questionnaire were validated and converted to a four-factorial structure. The findings indicated that Polish and Turkish students’ motivation especially differed in amotivation and intrinsic motivation to know and experience stimulation. Moreover, Turkish female students proved to be at the lowest estimate of amotivation.

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 Relation between Social Capital and Academic Motivation of Students: A Study of Health Professional Education in Japan

2021 ◽  
Vol 11 (1) ◽  
pp. 129-141
Author(s):  
Yuka Koyanagi ◽  
Myo Nyein Aung ◽  
Motoyuki Yuasa ◽  
Miwa Sekine ◽  
Okada Takao
Keyword(s):  
Social Capital ◽  
University Students ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Academic Work ◽  
Health Profession ◽  
Average Level ◽  
Social Connections ◽  
Health Profession Education

Academic motivation consists of reward-based extrinsic motivation and curiosity-based intrinsic motivation. Students studying at university or college develop several new social connections with friends, classmates, and teachers, in addition to their family and community. Belonging to their networks, students acquire opinions, appreciation, trust, and norms of the society. Whether those social connections enhance the motivation of university students for academic work is a question yet to be answered in the context of health profession education in Japan. Judo-therapist education is a form of health profession education in Japan. This study aimed to measure the academic motivation and social capital (SC) of judo-therapist students in Japan, and to find the relation between social capital and academic motivation. This cross-sectional study recruited a total of 2247 students applying multi-stage sampling across Japan. A Japanese version Academic Motivation Scale (AMS) measured the learning motivation in three constructs: (1) intrinsic motivation (IM); (2) extrinsic motivation (EM); and (3) amotivation (alpha 0.94). A newly-developed 46-itemed, 4-pointed scale measured social capital (SC) in five constructs: (1) family relations, (2) on-campus friends, (3) off-campus friends, (4) classroom social capital; and (5) regional social capital (alpha 0.85). Robust regression analysis treated all constructs of SC as independent variables and IM and EM as dependent variables respectively in the three models. Among the average level of constructs, the family SC average level was the highest. Classroom SC was less than family SC and community SC was the lowest. Intrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends’ SC, and community SC. Extrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends’ SC, and community SC. Amotivation is negatively influenced by social capital constructs except external friends’ SC. In conclusion, social connections have the power to enhance the motivation of university students’ academic work within health profession education. The relations, trust and bonds developed in the classroom may allow an adult learner’s motivation to evolve into autonomous intrinsic motivation and prevent amotivation.

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.

Sign in / Sign up

Export Citation Format

Share Document