Abstract
Motivation to learn is one of the most relevant aspects of student success in the learning process. Measuring motivation is essential in all higher education institutions (HEI). It is also important for teachers to understand the best way to encourage and motivate their students to make enforces in their constant learning. This study’s general objective is to understand if there are differences in motivation to study Marketing curricular units between Portuguese (PT) and Brazilian (BR) students. We applied the Academic Motivation Scale to 156 students (82 PT and 74 BR) to measure their motivation and understand significant differences. The results showed that both groups of students are intrinsically and extrinsically motivated to study Marketing, although Brazilian students have higher motivation indices. This study contributes to the evolution of knowledge in higher education. It allows institutions to take short, medium and long-term measures on how to increase their students’ motivation levels. The use of the scale adapted to Marketing is also one of the contributions to future studies.
Highlights
The different forms of motivation reflect in the three typologies; Amotivation (AMOT), Intrinsic Motivation (IMOT) and Extrinsic Motivation (EMOT)
Considering that no studies comparing the motivation to study Marketing in higher education among Portuguese and Brazilian students were found in the literature, and considering that few studies have individually studied this theme, we intend that this research may result in an added value that translates into an increase in academic knowledge related to this research theme
Complex. 2021, 7, 124Portuguese and Brazilian students were found in the literature, and conamong sidering that few studies have individually studied this theme, we intend that this research may result in an added value that translates into an increase in academic knowledge related to this research theme
Summary
The current pandemic situation that all countries of the world are going through has caused strong economic activity development constraints, causing a worsening of social problems and, exerting strong pressure on social protection systems. As the quality of higher education is fundamental to the development of any society, institutions must remain open to change, evaluating and monitoring the quality of the work of all actors in the teaching-learning process [4], as well as in the continuous improvement of the various CUs that are taught [4] These improvements may allow motivational increases, influence immersion in learning, change attitudes, and improve students’ academic performance as the main actors in the teaching. The signs of dropping out can partially manifest themselves through decreased class attendance, reduced study hours, inattention in class, change, request for transfer from the HEI [7], or total, where the student drops out of college [8] This problem has encouraged HEIs and all intervening agents to increase changes in the teaching paradigms, essentially introducing new innovative educational methodologies that aim to complement traditional teaching processes considered, at times, somewhat ineffective [5]. Obtaining robust insights into student motivation would enable HEI Portuguese and Brazilian managers responsible for such students’ academic progression to take informed decisions on the strategies applicable to better-involving students in learning in this field of knowledge
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