Abstract
This study examines the relationship between educational values and educational goals, student motivation and study processes, and how values attached to educational goals predict motivation and student study processes. 181 randomly selected graduate and undergraduate students from a Midwestern university in the United States were recruited to participate in an online survey. The results demonstrated that values attached to educational goals and perceived educational outcomes have a weak but significant positive correlation with student study processes. In addition, values for educational goals significantly predict student study processes and educational motivation. Thus, it is suggested that educators should enhance personal values for education and develop strategies aimed at building and enhancing students’ values for education. Further studies on the values for educational goals and perceived educational outcomes will contribute to the understanding of concepts and theories related to motivation in education and possibly influence student outcomes, such as dropout rates. Teachers and people working in higher education need to understand that students’ values of perceived outcomes and goals are relevant components to their motivation in education. Because there are few studies on students’ values for educational goals and outcomes, more empirical evidence is imperative to help teachers assist students sustain their motivation in their educational pursuit and improve their study processes.
Highlights
Motivation consists of energy, discreet directions, persistence, and activation of intention (Ryan & Deci, 2000)
This study examines the relationship between educational values and educational goals, student motivation and study processes, and how values attached to educational goals predict motivation and student study processes. 181 randomly selected graduate and undergraduate students from a Midwestern university in the United States were recruited to participate in an online survey
The present study investigated two basic research questions: (1) What is the relationship between values attached to educational goals and the study processes of students? (2) To what extent do values attached to educational goals predict educational motivation and study processes?
Summary
Motivation consists of energy, discreet directions, persistence, and activation of intention (Ryan & Deci, 2000). Literature on motivation suggests that “internal impetus” or intrinsic motivation must always be ignited to enhance realization of goals (Dyer & Parker, 1975; Ryan & Deci, 2000; Legault, Green-Demers, & Pelletier, 2006). Kaplan and Maehr (1999) suggest that ego goals and task goals trigger one’s behavioral patterns. Such goals reflect diverse emotive and coping processes in an individual’s life endeavors. This study argues that individual’s goals are different and can have different levels or kinds of values attached to them This may further determine an individual’s level of motivation to pursue their goals. Or unconsciously, an individual assesses their goals but the extent to which a goal is evaluated would differ per individual
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
