Academic Intrinsic Motivation Research Articles

Проактивная направленность личности студентов: психометрические характеристики и сравнительный анализ

<p>The article examines the relationship between the proactive attitude of first- and fourth-year students from a normal sample population (A<1; E<1) with personal resources. The materials of the empirical study were obtained in 2022 on a total sample of respondents (N=128) aged 17 to 23 years (M=19.01; SD=1.62), of which 93.8% (120 people) are female. The online survey was conducted on the basis of the methods “Academic Motivation Scale”, “Proactive attitudes”, short scales “Life Satisfaction Scale” and “Subjective Happiness Scale”. The results demonstrate a moderately positive relationship between the indicator of proactive attitudes and indicators of subjective well-being, academic intrinsic motivation. The greatest contribution to proactive attitudes is made by internal motivation (motivation for achievement and self-development), subjective well-being. Intergroup comparisons did not reveal significant statistical differences in indicators of proactive attitudes, subjective well-being, however, they were established by the indicator of internal motivation of self-development (p=0.001) in first-year students. Internal motives, subjective well-being explain a proactive attitude to the future.</p>

The interplay between English teachers’ rapport and immediacy and the students’ academic motivation

The teacher-student relationship is not a straightforward activity; however, a shared relationship that comes to fruition in a set of elements can have an impact on it. Among these factors that might affect learners’ academic motivation are teachers’ interaction and immediacy which need to be investigated in different learning contexts; therefore, the current study scrutinized the association between teachers’ rapport and immediacy and learners’ academic motivation. A total number of 304 EFL learners participated in this study. The researchers used two questionnaires (teachers’ interaction & immediacy questionnaire and learners’ academic intrinsic motivation questionnaire) to collect the required data. The results of the analysis demonstrated that there is a strong and positive association between these teachers’ interpersonal variables and students’ academic motivation. The results showed that 61% of variances in students’ academic motivation can be predicted by teachers’ interaction and immediacy. The results also revealed that gender was not a defining factor in the process. The findings emphasized the significant role of teachers and their focus on factors such as students’ needs, fear, power, teachers’ authority, knowledge, and their peers in their classrooms.

Willing, able, and engaged: roles of action-state orientation, intrinsic academic motivation, and time management on academic engagement

The current study investigates the longitudinal association between decision-related action orientation (AOD, the ability to initiate the intended actions decisively) and academic engagement. Moreover, this study examines the roles of time management and intrinsic academic motivation in this relationship. Specifically, it is proposed that time management mediates the relationship between AOD and academic engagement, and this mediated effect is moderated by intrinsic academic motivation. The analysis of the data collected in three waves from 222 undergraduates (180 women) with a mean age of 20.98 years (SD = 2.73) confirmed the predictions. Time management mediated the relationship between AOD and academic engagement for students who reported high intrinsic motivation. Study results suggest that AOD and intrinsic academic motivation work synergetically to shape academic engagement through efficient time management. The study findings provide valuable insights for practice, emphasizing the consideration of both motivational and volitional processes, and time management strategies to contribute to student engagement.

Academic Motivation of Students Experiencing Person-Environment Misfit in Social Work Educational Settings: The Role of Social Dominance Orientation.

Interweaving social dominance, person-environment fit, and self-determination theories, the present study sought to understand whether the attrition between students' levels of social dominance orientation and the hierarchy-attenuating function of the social work faculty in which they study may influence students' academic motivational pathways. A total of 221 undergraduate social work students participated in the study and completed a self-report questionnaire. Participants' social dominance orientation, person-environment misfit, and academic intrinsic and extrinsic motivation were measured. Results indicated that students' social dominance orientation was associated with an external rather than an internal regulation of their academic motivation, mediated by their perceived person-environment misfit. For those students who personally support group-based inequalities, exposure to hierarchy-attenuating contexts would lead to regulating their academic behavior toward the pursuit of extrinsic (vs. intrinsic) goals, that is, studying to gain financial benefits and social prestige, in accordance with the pursuit of their beliefs of social dominance.

Factors Affecting Student Engagement in Psychology Undergraduates Studying Online Statistics Courses in Indonesia

This study aimed to assess the influence of students’ intrapersonal factors, namely Academic Intrinsic Motivation (AIM), Perceived Creativity Fostering Teacher Behavior (P-CFTB), Academic Self-Efficacy (ASE), and Self-Regulated Learning (SRL) on student engagement in undergraduate psychology students taking online Statistics courses. A cross-sectional and quantitative design was used from October to December 2022. The data collection procedure used a convenience sampling technique, with questionnaires distributed online (via social media) and offline (via lecturers, the Student Executive Board, and the Association of the Faculty of Psychology from various universities in Indonesia). The research participants were psychology undergraduates who had studied and passed the Statistics courses online, with 671 filling out the questionnaire. The results showed that all students’ intrapersonal factors, namely AIM, P-CFTB, ASE, and SRL, can determine student engagement by 66.9%, with ASE having the highest influence (23.99%) and P-CFTB having the lowest impact (9.78%). Moreover, the correlation value between SRL and SE was r = 0.700, p < 0.001, signifying a robust positive relationship between both variables.

Latent profiles of high school academic intrinsic motivation: Relations to educational attainment, curiosity, and work and leadership motivation in adulthood.

Latent profiles of high school academic intrinsic motivation: Relations to educational attainment, curiosity, and work and leadership motivation in adulthood.

Do students motivated to learn have better creative abilities?

Despite the key role that motivation plays in the creative process— with respect to engaging with content, exploring, and learning—, surprisingly few studies have investigated the relationship between academic motivation and indicators of creativity. The objective of the current study was to clarify this relationship. More specifically, we examined the role of openness to experience and academic motivation in relation to subjective and objective indicators of creative abilities. We hypothesized that openness to experience would predict greater intrinsic academic motivation, which in turn would predict better divergent thinking abilities and self-ratings in academic activities. Regression and mediation analyses with a sample of 279 college students supported the hypothesis that openness to experience was positively associated with intrinsic academic motivation. In turn, intrinsic academic motivation was related to higher creative self-ratings in academically related activities, but not to better divergent thinking abilities. Additionally, controlled academic motivation was associated with poorer divergent thinking abilities. We discuss the place of creative abilities in education and the distinction between a motivation to explore and a motivation to learn within the academic context. Educational relevance statementThis paper examined the role of openness to experience and academic motivation toward the creative abilities of a population of university students. The results suggested that students with greater motivation to learn in school had no better creative abilities, as measured with divergent thinking tasks, but perceived themselves as more creative in academically related activities. This study has implications for the relationship between motivation and creative abilities in education.

How do Studies at the University Help Prospective Physical Education Teachers form Their Professional Identity?

This study examines the expression of self-efficacy, academic motivation, study satisfaction of prospective physical education teachers in different years of study, their interrelationships and intends to explain how studies help prospective physical education teachers shape their professional identities. A questionnaire survey was administered to 783 1st to 4th year undergraduate physical education students from four Lithuanian universities. The year of study did not affect changes in students’ self-efficacy expectations and intrinsic academic motivation, which may mean that such professional identity indicators are less affected by contextual factors. The correlations among the analysed variables showed that the quality of teaching, clear goals, and the maintenance of autonomy are essential components of the academic environment in order to strengthen the prospective PE teacher’s professional identity. The results of the study may encourage physical education teacher educators’ deeper analysis of the ongoing feedback on student satisfaction with their studies as an emotional PI indicator.

Examining academic motivation levels of undergraduate students taking distance education during the covid-19 pandemic in terms of various variables

The aim of this study is to investigate the academic motivation levels of undergraduate students taking distance education during the pandemic in terms of various demographic and technology-related variables. The research was designed with survey model. Data of the study were collected from 170 undergraduate students. "Academic Motivation Scale" and personal information form were used as data collection tools. The collected data were analyzed with Kendall's tau correlation test, independent sample t-test and one-way analysis of variance. According to results of the study, it was found that academic intrinsic and extrinsic motivation levels of the undergraduates taking distance education are high and their amotivation levels are low. It was determined that there were significant differences between the students' thoughts on whether to pursue postgraduate education in the future and their academic intrinsic and extrinsic motivation levels, but there was not any significant difference between amotivation dimension. Also, it was found that there were significant relationships between technology usage proficiency and intrinsic motivation of undergraduate students. Lastly, it was determined that there were significant relationships between average daily usage time of technological devices and their academic extrinsic motivation. Suggestions were offered in accordance with the results of the study.

Academic Self Efficacy and Dispositional Hope as Predictors of Academic Procrastination: The Mediating Effect of Academic Intrinsic Motivation

This study aims at determining the mediating effect of academic intrinsic motivation on the relationship between both students’ academic self-efficacy and dispositional hope levels to their academic procrastination habits. The data were collected from a sample of 252 college students, 69 males (27.4%) and 183 females (72.6%), aged between 18 and 33 (X = 20.55; Sd =1.52) studying at a state university located in the Central Black Sea region of Turkey using a correlational survey model. Academic Self Efficacy Scale, Dispositional Hope Scale, Academic Intrinsic Motivation Scale, and Aitken Academic Procrastination Scale were used as data collection tools. Descriptive statistics of the socio-demographic characteristics were presented, and Pearson correlation analysis was conducted to determine the correlations between variables by using SPSS statistical package programme. The hypothesis measurement model and the mediating effect were examined by Structural Equation Modeling (SEM) by using LISREL statistical software. The obtained results showed that significant (low and moderate) relationships exist between variables and the model tested in the study yielded acceptable and good fit index values. A complete mediating effect of academic intrinsic motivation on the relationship between both academic self-efficacy and dispositional hope with academic procrastination was determined. The findings were discussed, and some recommendations were made.

ACADEMIC INTRINSIC MOTIVATION AND LEARNING ENGAGEMENT IN MATURE STUDENTS IN PRIVATE HIGHER EDUCATION INSTITUTIONS IN THE SOUTH OF ENGLAND

The non-traditional experience for mature students can sometimes be challenging as they connect to the college/university later in life. A new avenue for career growth achieved through higher education can be advantageous for those at a career transition phase. The present research aimed to study the academic intrinsic motivation and learning engagement of mature students in private higher education institutions. The contemporary literature has found a higher intrinsic motivation for learning in mature students than the regular traditional students. Also, student engagement is correlated to success factors such as increased retention, high impact and lifelong learning, social and personal growth and development and student wellbeing. A survey research design was employed to collect primary data (N=300) from full-time undergraduate mature students studying in the private higher education institutions in the South of England, aged 21 years and above. The data was analysed using SPSS version 26.0 and AMOS version 23.0. The bivariate analysis results showed a positive correlation between intrinsic academic motivation and different learning engagements. The non-traditional students who were intrinsically motivated tend to participate more in academic-related activities in private higher education to experience efficacious learning. Furthermore, the result of exploratory factor analysis yielded a three-factor solution for the 15-item study motivation questionnaire with a reliability of 0.93. The result of confirmatory factor analysis confirmed the hypothesised three-factor model structure of the 15-item university student engagement inventory on mature students with a reliability of 0.85. Hence, both scales confirmed high psychometric properties. The academic needs of mature students must be considered. Colleges/universities should organise non-traditional programmes to enhance their motivation for personal and professional growth through higher studies later in life.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0980/a.php" alt="Hit counter" /></p>

Latinx adolescents' trust in adults: A precursor to psychological well-being via mentoring relational quality and self-esteem.

This study aimed to test a longitudinal model of trust in adults and psychological well-being among Latinx adolescents, a population that has received little attention in the trust literature. The participants were urban, low-income Latinx (N = 294) students at two urban, Midwestern high schools who indicated they had at least one natural mentor in 9th grade. Participants completed surveys at two-time points, in 9th and 10th grade, and responded to measures of their feelings toward adults, quality of their natural mentoring relationships, self-esteem, intrinsic academic motivation, and coping self-efficacy. More trust in adults was indirectly, but not directly, associated with higher coping self-efficacy via higher mentoring relational quality and self-esteem. Positive expectations of adults may open Latinx youth to closeness in natural mentoring relationships and positive self-perceptions, which may, in turn, bolster coping ability.

The transition to university in a sample of Italian students: the role of integrative memories of high school transition

ABSTRACT Grounded in literature on school transitions and autobiographical memory, this study focuses on the personal memories of a sample of 112 young Italian adults facing their transition to university. Participants were asked to recall five memories of their high school transition experience and, subsequently, the students were assessed in terms of resilience, future orientation, academic motivation, university transition experience, and subjective well-being since attending university. The memories were coded for narrative themes, structure, and integrative meaning. The results, consistent with prior studies on school memories, indicate that memory narratives are, on average, specific and focused on interpersonal relationships. Tension, redemption sequences, and autobiographical integration were other important dimensions of most of the memories. The number of integrative memories (i.e., those that connect a certain memory with a broader meaning) is correlated with important individual factors that influence university transition (resilience, future orientation, and academic intrinsic motivation) and predict both perceived difficulty in the university transition and subjective well-being. Results are discussed in light of prior studies on autobiographical memory and school transitions.

300 The Use of Sleep Aids in Young Athletes and Non-Athletes: An Exploratory Study

Abstract Introduction Studies have shown that sleep in adolescents is characterized by sleep disturbances. Many teens resort to prescribed or nonprescribed medication to alleviate their sleep difficulties. Research suggests that sport and physical activity may be protective factors regarding sleep. The aims of the present study were to investigate the use of sleep aids among young athletes and non-athletes, and to identify possible factors associated with prescribed and nonprescribed sleep aids Methods 35 young athletes (14.6±0.7 years old; 54.3 % males) and 30 young non-athletes (15.1±0.7 years old; 16.7% males) completed questions on sleep aids, the Academic Motivation Scale, the anxiety and depression scales of the Beck Youth Inventory-II, and the Multidimensional Self-Esteem Questionnaire, at the beginning, middle, and end of the school year. Mean scores for the school year were computed for amotivation in school, intrinsic academic motivation of accomplishment, self-esteem, anxiety symptoms, and depressive symptoms. Teens were each categorized as user or non-user if they had or had not used sleep aids during the school year. First, comparison of sleep aids usage between groups were done using a Chi-square test. Then, both groups of athletes and non-athletes were combined. Amotivation, intrinsic motivation, self-esteem, and anxiety and depressive symptoms were compared between users and non-users using paired t-tests Results Results show that young non-athletes report using sleep aids more often than young athletes (X2(1,N=65)=5.205, p=.023). Indeed, 65.2% non-athletes compared to 34.8% athletes reported using sleep aids during school year. Users represent 35.4% of the total sample. T-tests showed that users have a significantly higher amotivation score (t(65)=-2.010, p=.049), more anxiety symptoms (t(65)=-2,480, p=.016), and more depressive symptoms (t(65)=-2,126, p=.037) than non-users. Conclusion These results show a high prevalence of prescribed and nonprescribed sleep aids usage in teens. Our results also suggest that sleep aids in young adolescents is associated with mental health problems and academic motivation issues. On the other hand, our results support that sport and physical activity may have a protective role regarding sleep. This highlights the importance to promote sport participation among adolescents. Support (if any) n/a

Impact of Perceived Academic Advisor Support on Academic Motivation

Improving the credit system is a new requirement of the Ministry of Education of China. The academic advisor system is an essential part of the credit system management and plays an important role in the planning and guidance of students’ academic career. Therefore, this paper studies the influence of students’ perception of academic advisor support on academic motivation. It surveyed 455 undergraduates from universities and colleges in Henan Province that implemented the academic advisor system, and found that students have a high degree of academic motivation. The main results of the research are as follows: 1) Freshmen’s perception of academic advisor support is higher than that of senior students; 2) Perceived autonomy support and engagement support have a significantly positive impact on intrinsic academic motivation; 3) Perceived opportunity support has a significantly positive impact on extrinsic academic motivation; 4) Perceived relationships support has a significant negative impact on amotivation. This research can help higher education workers to value student autonomy in learning, actively communicate with students, and provide resource support for the realization of student goals.

Effect of Behavioral Styles of Teachers’ Intrinsic Motivation on Students' Intrinsic Academic Motivation among Students at Grade 11 in Sultanate of Oman

Effect of Behavioral Styles of Teachers’ Intrinsic Motivation on Students' Intrinsic Academic Motivation among Students at Grade 11 in Sultanate of Oman

International Student Mobility Aspirations: The Role of Romantic Relationships and Academic Motivation

The academic literature on the determinants of international student mobility so far has largely ignored the influence of romantic relationships and study motivation in the development of aspirations to participate in temporary learning experiences in another country. However, young adults might take considerations about investments in individual development (via academic training and thus study motivation) and romantic relationships into account in their decision-making process. Consequently, we apply a life-course perspective analyzing the relationships between having a romantic partner, study motivation, and aspirations to participate in an international exchange program among first-year university students, based on a survey conducted among 603 freshmen in Brussels. As female students are more likely to participate in student exchanges compared with male students, we pay special attention to gender differences. Our results show that a romantic relationship is negatively correlated with aspirations to participate in an international student exchange among female students. In contrast, intrinsic academic motivation is significantly associated with such aspirations among female and male students. Overall, our findings indicate the need for the consideration of different life-course domains in academic studies on international student mobility.

Exploring the effect of problem based facilitatory teaching approach on motivation to learn: a quasi-experimental study of nursing students in Tanzania

BackgroundAcademic motivation is most important as a key determinant of competent and motivated nurses who are often considered as frontline healthcare providers who devote most of their time taking care of clients and patients. However, most of them demonstrate remarkable differences in their academic performances during their schooling that might be due to the differences in their academic motivation and achievement motivation. There appears a growing concern to rethink the approaches on how nurses are prepared, explore, and test novel approaches for delivering the nursing curricula. This study tested the effect of Problem Based Facilitatory Teaching pedagogy on academic motivation among nursing students in Tanzania, higher learning institutions.MethodsA pre-post-test controlled quasi-experimental study of 401 purposively selected participants was conducted between February and June 2018. The study was not a clinical randomized controlled trial and thus it has not been identified in the title and no summary of trial design, its methods, results, and conclusion. The Auditing Inventory developed by the researcher measured the intervention and a Questionnaire titled “Academic Motivation Scale,” was adopted to measure academic motivation. Statistical Product for Service Solutions software program version 23 was used to perform descriptive analysis to establish participants’ sociodemographic profiles. Regression analysis was performed to determine the association between variables.ResultsFindings revealed that 65.8% of participants were males. Post-test findings showed 70.3% of participants demonstrated the motive to learn contrary to 34.9% at baseline. The odds of an intervention to influence academic motivation among participants was higher than the control (AOR = 1.720; p < 0.05; 95%CI: 1.122, 2.635). However, the intervention demonstrated little influence on the extrinsic motivation to learn (AOR = 0.676, p > 0.05, 95%CI: 0.405, 1.129) and Amotivation to learn (AOR = 0.538, p > 0.05; 95%CI: 0.283, 1.022) compared to the control.ConclusionThe Problem Based Facilitatory Teaching pedagogy was a predictive factor to intrinsic academic motivation among nursing students. The approach demonstrated educational potentials to change the spectrum of nursing competency and quality of care to patients or clients. This study suggests problem-based facilitatory teaching pedagogy be integrated into the nursing curriculum in Tanzania as it is feasible.

Psychometric Properties of the Academic Intrinsic Motivation Scale in a High School Context

The Academic Intrinsic Motivation Scale (AIMS) measures key components of student intrinsic motivation (IM). We investigate score validity and reliability of a downward extension of the AIMS developed for students in the high school context using a sample of students from the Pacific Northwest region of the United States. Through classical test theory, this study documents the scale’s (1) item difficulty and discrimination, (2) underlying factor structure and score reliability via confirmatory factor analysis and omega coefficients, and (3) relationship with the theoretically related variables student retention, achievement, and teamwork ability. Findings support scoring, generalizability, and extrapolation inferences for the downward extension of the AIMS in a high school sample. Implications for additional psychometric validity evidence are discussed.

Intrinsic and Extrinsic Academic Motivation of Students in Teacher Education University of Ho Chi Minh City, Vietnam

ABSTRACT The Academic Motivation is divided into two types: Intrinsic Academic Motivation and the Extrinsic Academic Motivation. Academic motivation is one of the factors contributing to student achievement and academic success. This study was conducted to understand students’ Intrinsic Academic Motivation and Extrinsic Academic Motivation. The sample included 212 students (71 male and 141 female). The results of correlation analysis show that there is a positive correlation between students’ Intrinsic Academic Motivation and Extrinsic Academic Motivation. There is a gender difference in extrinsic academic motivation, in which female students have higher extrinsic academic motivation than male. There is no gender difference in intrinsic academic motivation. Findings also suggest that there is no difference in significance to major intrinsically and extrinsically academic motivation. Based on the above research results, the research team proposes future research directions and ways to promote students’ motivation.