Intrinsic Motivation and Self-esteem in Traditional and Mature Students at a Post-1992 University in the North-east of England

Abstract

Recent figures have suggested that the composition of the student body is already changing in terms of mature and traditional student learner numbers--while 24% of full time students were over the age of 21 in 1980, this figure rose to 33% by 1996 (Merrill, 1999). Using the Intrinsic Motivation towards Learning Questionnaire (Whitehead, 1984) and the Rosenberg Global Self-Esteem Questionnaire (Rosenberg, 1965), the current study documents the relationship between intrinsic motivation towards learning and self-esteem in traditional and mature students, in order to compare these groups in their approach to learning. Results from sample size of 160 research participants indicated that self-esteem and intrinsic motivation towards learning were significantly associated. Mature women students had the highest intrinsic motivation scores, as well as the highest self-esteem scores in the sample. The findings are discussed in the light of previous research, which suggests that mature women students are vulnerable learners in higher education institutions and the study's conclusion draws attention to the current UK Government policy's commitment to expand student numbers.