Abstract
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.
Highlights
With regards to teaching methodology, we currently find ourselves involved in an un precedented process of transformation due to the circumstances provoked by confinement.This has led to public protection measures against COVID-19, turning us towards digital means for the continuation of academic learning
We started by conducting exploratory factor analysis (EFA) in order to analyze the perperformance of the motivational scale within the study sample (BVT and unive formance of the motivational scale within the study sample (BVT and university students)
As main findings of the present study, we highlight the fit of the academic motivation scale (AMS) motivational scale to the sample of basic vocational trainingtraining (BVT) and university students, with good internal consistency indices and optimal confirmatory factor analysis (CFA) values being achieved
Summary
With regards to teaching methodology, we currently find ourselves involved in an un precedented process of transformation due to the circumstances provoked by confinement. This has led to public protection measures against COVID-19, turning us towards digital means for the continuation of academic learning. Students must be capable of conducting their own self-regulated learning. This learning is understood as a series of proactive processes which students are able to use to set goals, choose and develop strategies to meet goals, and self-control their own effectiveness. It is important to highlight that for the development of this type of learning, good motivation, metacognition, and an assessment in which the student is able to give responses adjusted to the feedback they receive is required [1,2,3,4,5]
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