Academic Intrinsic Motivation Research Articles

Becoming a "Hungry Mind": Stability and Change in Need for Cognition across Adolescence.

Need for Cognition has been established as a key intellectual investment trait shaping students' academic development. However, little is yet known about its malleability, particularly in youth. This study investigated stability and change in Need for Cognition in a large longitudinal sample of 3409 adolescents from 166 classes in 27 schools in Flanders. Participants reported on their Need for Cognition in Grades 7, 8, 11 and 12. First, the latent rank-order stability of Need for Cognition between Grades 7 and 11 was found to be r = 0.50. This stability was of a similar magnitude to that of the Big Five personality traits observed in the same sample and larger than that of academic intrinsic motivation. Second, trajectories of Need for Cognition over time were found to vary between individuals. In particular, three trajectory classes could be identified, differentiated mainly by the initial level of Need for Cognition (i.e., a low, medium, and high trajectory). Finally, cognitive ability, cognitive stimulation at home, and parental autonomy support, but not parental educational level, were associated with higher odds of belonging to the high Need for Cognition trajectory and lower odds of belonging to the low Need for Cognition trajectory.

The Effect of Primary School Children’s Sleeping Habits on School Motivation

Background and Objective The objective of this study was to determine effects of primary school age children’s sleep habits on school motivation.Methods Research data available between February 9, 2024, and April 6, 2024 were collected online. The study group consisted of primary school children. Written with the consent of their parents who voluntarily participated in collecting research data. Socio-demographic data were collected online from 250 primary school children living in Hakkari, Türkiye using, Sleep Hygiene Index (SHI) and Academic Intrinsic Motivation Scale (AIMS). These children were selected with a convenience sampling method, one of the improbable sampling methods. SPSS 26.0 data analysis program was used for statistical analysis of data obtained in the study. Independent sample t-test, anaysis of variance (ANOVA), and Pearson correlation were used to analyze the data.Results Of the study group of primary school children, 45.7% were boys and 54.3% were girls. There were significant differences in effects of gender factor on primary school children’s SHI and AIMS sub-dimension scores of achievement requirement, social acceptance, fear of failure, and expertise (p < 0.05).Conclusions Age and class status of primary school children’s sleeping habits can affect school motivation. Gender is a variable that can affect sleep hygiene and school motivation.

Cognitive mastery motivation antecedents of academic intrinsic motivation latent profiles: A longitudinal study from preschool to adolescence.

Cognitive mastery motivation antecedents of academic intrinsic motivation latent profiles: A longitudinal study from preschool to adolescence.

Goal-Setting and Academic Motivation of Senior High School Students: Basis for Learning Motivation Improvement Program

Goal-setting has been utilized for improving student’s motivation. In the Philippines, the rate of out-of-school youth is increasing each year due to a lack of personal interest. Republic Act 10533 or the Enhanced Basic Education Curriculum aimed to solve this gap by moulding the students’ goal-setting ability. Thus, this study sought to find the goal-setting of the Senior High School students, their academic motivation, and the correlation between these variables. A quantitative-correlational research method was used in this study that was specifically distributed to randomly chosen 237 Senior High School students using a survey questionnaire that measured their goal-setting and academic motivation. The survey solely included the published and pre- made questionnaires of specific authors cited in the review of related literature. The findings of the study revealed that the students’ goal-setting is meaningful. It was also revealed the motivation of students is extrinsic academic motivation-identified. The statistical analysis of data through the Chi-square Test indicated a correlation between the students’ goal-setting and academic motivation as well as their goal-setting and intrinsic motivation. Based on these results, it is recommended to conduct a learning enhancement program to nurture the students’ intrinsic academic motivation while utilizing goal-setting activities.

Faculty Support as Part of Faculty Strategy on the Academic Motivation of the Working Students

Working students are an important and diverse category within today’s higher education institutions. Part of the strategies necessary for the academic motivation of working students and implicitly the increase of their performance concerns a series of strategies that involve individual, institutional and structural factors. This study investigates the relationship between working students perceptions of faculty support and their overall level of academic motivation (intrinsic motivation, extrinsic motivation or amotivation) grounded in self-determination theory. The findings indicated that there is a significant positive correlation between faculty support and the overall level of students’ academic motivation. At the same time, the results show that both psychological and functional support, as indicators of faculty support, have strong relationships with different types of academic motivation. In this sense, our results indicate that faculty support for working students has a strong positive relationship with students’ intrinsic academic motivation and respectively a weaker relationship with academic amotivation. These results show that any policy or strategy adopted by faculty decision-makers to help working students improve their academic motivation (performance) must include the provision of support on different dimensions (social, psychological and functional).

CHOICE OF A TEACHING CAREER IN PEDAGOGICAL UNIVERSITY STUDENTS: RELATIONSHIP WITH MOTIVATION AND EXPERI-ENCES IN ACADEMIC ACTIVITY

Background. The choice of a teaching career by graduates of pedagogical universities is determined by various factors. Among them, intrinsic motivation and experiences in learning activities play a major role. The desire to benefit society is also highly important.Purpose. To study the relations between the preference of a teaching career among students of a pedagogical university to academic motivation and experiences in educational activities.Methodology. The empirical data was collected using psychological questionnaires. The obtained data was processed using correlation and regression analysis.Results. Positive correlations were obtained between the preference for a teaching career and intrinsic academic motivation, pleasure from educational activities, effort and desire to benefit society. It was revealed that the most important factors for choosing a teaching career include students’ meaning of educational and professional activity and lack of academic amotivation.Scope of application of the results. The results of the study can be applied in the field of higher pedagogical education in working with students, as well as in the field of secondary education in working with novice teachers.

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.

The Relationship between Intrinsic Motivation and Academic Flow among Medical Students: The Mediating Role of Academic Engagement

Introduction: Flow experience is important factor and indicator for improving students’ learning experience and achievement. The present study aimed to investigate the relationship between academic flow and intrinsic motivation by considering the mediating role of academic engagement among medical students. Method: This is a cross-sectional study with correlational design. The statistical population of the study was all the students enrolled at Kashan University of Medical Sciences (N=3377) in the 2022-2023 academic year. A total of 356 students were selected by stratified random sampling using proportional allocation method. The participants filled out the Harter’s academic motivation, Reeve and Tseng’s academic engagement, and Martin and Jackson’s academic flow questionnaires. The data were analyzed using descriptive statistics (Mean and standard deviation) and inferential statistics (structural equation modeling (SEM) using the partial least square method through Smart-PLS and SPSS. Results: Results show that the mean and standard deviation scores of intrinsic academic motivation was (56.13 ± 28.37), academic engagement (97.49 ± 25.06), and academic flow (28.30 ± 5.68) were moderate. The SEM results showed that the proposed model had a good fit with the empirical data. Intrinsic academic motivation could directly and significantly predict the academic flow of the students (ß=0.35, P<.001) and this relationship was mediated by academic engagement (ß=0.12, P<.001) as it was confirmed by the bootstrap estimation method. Conclusion: Based on the findings, intrinsic academic motivation can promote academic engagement, which may consequently promote students’ academic flow. It is suggested that medical education planners and professors strengthen students’ academic engagement by creating an interactive and collaborative atmosphere and using challenging and engaging assignments, which may substantially enhance students’ flow experience

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.

Academic Motivation, Resilience and Achievement of Junior High School Learners in Alternative Learning System (ALS): A Structural Equation Modeling Analysis

Out-of-school youth and adults in the Philippines face significant challenges in accessing formal education due to various barriers. The Alternative Learning System (ALS) offers flexible educational programs to address the unique needs of these individuals. This study explores the role of academic motivation in the educational journeys of 314 out-of-school youth and adults, emphasizing its potential to inspire learning and academic achievement. Structural Equation Modeling was utilized, revealing that Intrinsic Academic Motivation significantly influences academic resilience and achievements. The research structural model examines the interplay between academic motivation, resilience, and achievement among ALS Junior High School learners. Structural equation modeling reveals the impact of intrinsic academic motivation on academic resilience (β=0.83, p=<.001) and academic achievement (β=0.32, p=.006), highlighting the importance of fostering motivation and resilience in educational settings. The findings underscore the positive influence of intrinsic motivation on academic achievement and resilience, emphasizing the need to support students in developing these essential qualities for academic success.

Источники мотивации и академических достижений студентов: роль родительского контроля и поддержки автономии

Background. The study examines the role of control and autonomy support as two of the most important factors in parenting. A scientific analysis of the consequences of parental control and support for autonomy is necessary both to deepen theoretical understanding of the role of autonomy in relations between parents and children and to develop sound practical recommendations. Objective. The goal is to analyse the direct and indirect (through academic motivation) links of autonomy support and parental control in childhood with the academic achievements of students. Study Participants. Russian university students (N = 281, MA = 19.8, SD = 2.01, 78% female). Methods. Parenting style in childhood (P-PASS), academic motivation, including scales of intrinsic motivation, extrinsic motivation and amotivation, and average academic performance were assessed. Results. The main hypothesis about the positive association between parental autonomy support in childhood and the academic achievements of students, mediated by intrinsic academic motivation, was confirmed. It has been shown that the controlling style is a predictor of external motivation and amotivation, which in turn are negatively related to intrinsic motivation. Conclusion. Results of the study indicate the important role of parental practices, differentiated within self-determination theory for the students’ (de) motivation and academic performance. In particular, the importance of autonomy support and the negative contribution of parental control are shown at much later stages of socialization, the stage of emerging adulthood.

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>