Motivation Of University Students Research Articles

Differences in Career Preparation Behaviors according to Individual Characteristics and the Major Selection Motivation of College Students

The purpose of this study is to classify the major selection motivation of college students and to understand the differences in their career preparation behavior according to the types of major selection motivation. To this end, first, the difference in their major selection motivation according to individual characteristics was examined. Second, their major selection motivation was classified using cluster analysis. Third, the difference in their career preparation behavior according to the types of their major selection motivation was confirmed. The results are as follows: First, for the internal motivation, there was a difference seen for both grade and major. As for extrinsic motivation, there was a difference according to gender, grade, and major. Second, according to the types of their major selection motivation, they were classified into four groups: type with only high internal motivation, type with only high extrinsic motivation, type with both internal and extrinsic low motivation, and type with both internal and extrinsic high motivation. Third, there was a difference in their career preparation behavior according to the types of their major selection motivation. Therefore, the direction of career education should be diversified according to the individual characteristics of current students and their major selection motivation.

Adaptation of the academic motivation scale for future professionals in physical education and sports

The purpose of the research was to adapt the Academic Motivation Scale in the context of investigating students’ motivation to study physical education and sports, including the assessment of psychometric properties and experimental validation of the model tool. In this study, a combination of quantitative and qualitative research methods was used. After comparison with alternatively possible models, the seven-factor model showed the highest correspondence. The test–retest factors were above 0.7 for all subscales, indicating high reliability of the questionnaire. The analysis of the participants’ results revealed that the highest indicators were for extrinsic and identified regulation and internal motivation related to knowledge acquisition. The obtained version of the Academic Motivation Scale is a valid instrument and has acceptable psychometric properties and can be used to study the learning motivation of university students, in particular future specialists in physical education and sports.
 
 Keywords: Extrinsic motivation; intrinsic motivation; reliability; student; validity.

Promoting exercise behavior and cardiorespiratory fitness among college students based on the motivation theory

BackgroundIn recent years, there has been an increase in the incidence of health problems among college students in China, the lack of adequate physical exercise is the major reason. This study aimed to investigate methods to promote exercise behavior and cardiovascular fitness among college students based on the motivation theory.MethodsCardiovascular fitness levels of 641 college students (20.72 ± 1.41 years old) were measured. Exercise motivation was assessed using the physical exercise motivation scale and physical exercise rating scale. Correlation analysis, regression analysis, and structural equation models were used to assess exercise motivation, exercise behavior, and cardiovascular fitness. Energy relationships were determined to develop a path model that promotes exercise behavior and aerobic fitness among college students.ResultsThe exercise motivation of college students was directly related to cardiovascular fitness (effect value: 0.577) or indirectly related through the mediating effect of exercise behavior (effect value: 0.215). The influence of health motivation on exercise behavior (β = 0.132, p = 0.001) and cardiovascular fitness (β = 0.251, p < 0.001) was greater than that of other factors of motivation.ConclusionsThe physical exercise behavior of college students partially mediates the relationship between exercise motivation and cardiovascular fitness. Therefore, the educational concept of “Health First” should be promoted in college sports. Internal motivation of exercise can be transformed into external motivation to improve students’ exercise behavior and cardiovascular fitness through enhancing their cardiopulmonary capacity.

Effect of career choice motivation and major satisfaction of college students in the department of health on career identity

To identify basic data for systematic guidance and education to establish a firm career identity by identifying the relationship between major satisfaction and career identity for college students in health department. This study measured major satisfaction, career choice motivation, and career identity for college students in the Department of Health at J University, and conducted frequency, percentage, t-test, ANOVA and Scheffe post-test, and Pearson correlation analysis using the SPSS/WIN 18.0 program. As a result of analysing the correlation between the subject's career satisfaction and career identity, there was a negative correlation. As a result of analysing the correlation between the subject's career satisfaction and career choice motivation, there was a negative correlation. As a result of analysing the correlation between career identity and career choice motivation, there was a negative correlation, in the group who experienced clinical practice and improved grades, major satisfaction was high and career identity was low. Therefore, the need for educational support and programs to increase career satisfaction is required.

Augmented Reality and the Flipped Classroom—A Comparative Analysis of University Student Motivation in Semi-Presence-Based Education Due to COVID-19: A Pilot Study

Background: This study aims to analyze university student motivation during the period of semi-presence-based education due to the COVID-19 pandemic, based on the type of educational material used: Augmented Reality (AR) videos and traditional videos associated with the Flipped Classroom (FC) methodology. Methods: A sample of 129 university students were asked to take the Instructional Materials Motivation Survey (IMMS). Results indicate that participants in the study were generally more motivated by AR educational material than by FC material; although mean motivation levels with both instruments are extremely high, with scores of 4.57 and 5.64 for FC and AR, respectively. Conclusions: Therefore, a conclusion was met which determines that these results are a starting point to continue the research of the motivational impact of using different types of videos in active methodologies.

Academic Motivation of University Students and the Factors that Influence it in an E-Learning Environment

One of the most important factors in successful e- learning is the motivation of the student. This article examines the very essence of student motivation in the context of e-learning and identifies the factors that influence it. The investigation involved 123 five-year students of the Elabuga Institute of Kazan Federal University and the I.M. Sechenov First Moscow State Medical University aged from 21 to 23 (M = 22.6 SD = 0.03). Determination of specific factors affecting students’ motivation was performed by means of a specially designed questionnaire. Motivation analysis was done by using the Academic Motivation Scale (AMS) adapted for Russian students. The link between the reviewed factors of influence and academic motivation was established by using correlation analysis. In general, the results of the experiment indicate the absence of statistically significant variations in motivation levels across experimental (studying online) and control (studying traditionally) group participants (t = 0.721, p &gt; 0.05). The significance of this research stems from the fact that it provides an idea of how to increase student engagement in e-learning and limit the effect of determinants reducing student motivation. That aside, they may be taken advantage of when planning and carrying out future research on the influence of e-learning on student motivation.

Investigation of STEM fields motivation among female students in science education colleges

BackgroundThe expectancy-value theory that constitutes the theoretical background of this study on motivation provides a strong framework for cognitive development, as it includes most of the beliefs, values, and goal variables found in various theories on motivation. Besides, this theory focuses directly on how different socializers such as parents and teachers influence the students’ development of motivation. Strong motivation of teachers towards STEM fields is important both in terms of performing STEM activities in their own classrooms and motivating their students to STEM fields.The context and purpose of the studyOur current research examines the motivation of female students in science education college towards their STEM fields according to certain demographic properties. Three-quarters of the students enrolled in science education colleges in Turkey are women who are under-represented in STEM fields. Determining the motivation of female science education college students towards STEM fields can be considered a long-term, sustainable, and pervasive effect, as they are the potential STEM educators of the future.ResultsAs a result of the study, it was determined that the motivation of female science education college (university) students towards STEM fields did not differ according to grade level, type of high school they graduated from, and family income. However, motivation towards STEM fields did differ according to variables of “having received STEM training”, “having participated in STEM activities”, “having (or not having) a role model working in a STEM field” and, “father education-level”.ConclusionsThe results obtained from this study are valuable for the design of possible intervention studies in the future. For example, designing role model interventions, incorporating STEM training into education college programs, and organizing more STEM activities within education college programs are considered to be important steps to increase the motivation of female science education college students. Increasing the motivation of prospective science teacher candidates towards STEM fields with various interventions has indirect importance for them to motivate their students to consider STEM fields in their future professional lives.

Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic.

This paper proposes a development model of the adaptation capacity of students to digital transformation in university teaching through three constructs: motivations, digital pedagogy, and student autonomy. For this study, an ad hoc scale was created to record the adaptation capacity of students to digital transformation. The sample was 483 students from the University of Seville (Spain), to whom an online survey was administered during the development of online teaching in the period of November 2020 using the Google Forms platform. The findings of this study showed that university student motivation acquired a greater threshold than autonomy, whose threshold in turn, was greater than that of digital pedagogy in the ability to adapt to online teaching and that the capacity of adaptation to the online modality is explained by the perception that university students have of the usefulness, products, and learning outcomes, among others. In conclusion, the lack of adequate and enabled study spaces is key to developing the online model. We consider all these aspects as prospective research objectives.

Investigating reading motivation in Latinx college students: qualitative insights from bilingual readers

ABSTRACT The existing literature on reading motivation primarily focuses on monolingual children and adolescents using quantitative approaches. To date, there is an absence of qualitative studies exploring bilingual college students’ reading motivation that can provide details of participants’ views, beliefs, and experiences related to reading motivation. To meet this need, this qualitative study used the bioecological model of human development to explore sociocultural impacts on multidimensions of reading motivation in Latinx college students. Twenty-eight Latinx bilingual college students participated in individual and semi-structured interviews and generated written literacy journeys that focused on understanding factors affecting the multidimensionality of their reading motivation and ways to motivate them. Our data suggest Latinx college students’ reading motivation was influenced by the three systems of the bioecological model of human development: microsystem, exosystem, and macrosystem. Furthermore, we found that reflective, autonomous, and interactive learning environments were effective for enhancing their reading motivation.

Upgraded Sports Consumption Behavior of College Students: Current Characteristics and Influencing Factors

In recent years, the importance to develop sports industry has reached national level. Due to the policy dividend and continuous increasing of disposable income per capita, sports industry has speeded up and the scale of sports consumption has been expanded. Considering previous studies, this study classified the motivation of college students' sports consumption into six categories: physical product needs, health needs, conformity and comparison needs, aesthetic needs, social needs and sports achievement needs. Using a sample of 1024 college students from Guangzhou, China, this study systematically investigates the structural characteristics and influencing factors of college students' upgraded sports consumption by adopting an ordered multinomial logistic regression model. It is found that the current structure of College Students' upgraded sports consumption is characterized as intelligent, integrated and diverse, showing dynamically consistency with the development direction of sports industry. In terms of influencing factors, gender, sports awareness, sports habits and preferences, community sports participation all effect sports consumption significantly. Therefore, school and society should actively work to further enrich the sports consumption structure of college students, help them form good sports consumption values, strengthen their sports awareness and help them create lifelong sports habit. Measures that are mentioned above will provide endogenous dynamic for high-quality development of sports industry.

Study of the characteristics of educational motivation of medical college students

Study of the characteristics of educational motivation of medical college students

Research on the Development Path of Higher Vocational Entrepreneurship Education Based on the Mechanism of Entrepreneurial Will

In recent years, with the continuous development of social life and technical means, the severe employment situation has become the main research topic of higher vocational colleges. It has been proved by practice that entrepreneurship is not only an important way of economic growth and transformation, but also an important engine to stimulate the national economy. The entrepreneurial will is the endogenous motivation of higher vocational college students, and it is also the key to stimulate their entrepreneurial behavior effectively. Based on the influence mechanism of entrepreneurial will, this paper discusses the development path of entrepreneurial education in higher vocational colleges, aiming to sum up and sort out the influence of entrepreneurial will on students' entrepreneurial education.

An interprofessional interventional approach to improve the mental well-being of medical students for better academic performances

Background: Medical students are the future doctors who are the primary caregivers for the society. High level of stress can obstruct the learning of medical students by impairing their concentration, problem solving, and decision-making skills. Improving mental well-being of medical students will ensure community safety. The stakeholders need to realize positive role of mental well-being on academic performance of students. This will not only benefit the students as well as the society as a whole. Aim and Objective: The present study was innovatively planned to determine the impact of the motivational sessions on relieving perceived stress and anxiety of the students along-with impact of such sessions on motivation for learning. Materials and Methods: An interventional cross-sectional study was designed for 2nd year MBBS students. A module comprising of eight sessions for improving mental well-being of undergraduate students was designed by an interprofessional team comprising a medical teacher, clinical phycologist, psychiatrist, and medical students. The pre-validated scales used were Hamilton Anxiety Rating Scale (HAM-A) to assess anxiety level, Perceived Stress Scale to assess perceived stress, and Motivated Strategies for Learning Questionnaire to measure the types of learning strategies and academic motivation of college students. Results: About 64% (n = 46) of the participants were male and 36% (n = 26) were female students. The present study showed no significant association between the gender and stress. It was seen that number of students with high perceived stress before the session were reduced by as much as 72.41% and that of students with highest motivation for learning strategies doubled from 18 to 36 (100% improvement).The difference in means of HAM-A scores in post-test and pre-tests is highly significant (P = 0.01). The students were very much satisfied with the mode and content of the module. They expressed that these sessions made them feel thought of and cared for. Conclusion: It is strongly recommended to apply this interprofessional interventional approach to improve the mental well-being of medical students for better academic performances.

Educational motivation of university students with different levels of self-esteem and aspirations

Educational motivation of university students with different levels of self-esteem and aspirations

Analysis of Learning Motivation and Burnout of Malaysian and Chinese College Students Majoring in Sports in an Educational Psychology Perspective.

The purposes are to deepen the understanding of the correlation between learning motivation and learning burnout and thereby stimulate the learning motivation of college students. According to the theory of educational psychology, mechanism of learning motivation, and causes of learning burnout are analyzed. The learning motivation and learning burnout of college students majoring in sports are taken as the breakthrough point. The learning motivation and learning burnout situation of Chinese and Malaysian students majoring in sports are surveyed and compared through questionnaires. In addition, Chinese students majoring in sports are taken as examples to analyze the impact of learning motivation on learning burnout. The correlations between various dimensions are analyzed to determine the impact of learning motivation on learning burnout. The total learning motivation scores of students from the Sport School of Zhengzhou University and the University of Malaya Centre for Sport and Exercise Sciences are 122.3 ± 22.4 and 140.2 ± 23.6, respectively, and their average scores for each question are 3.60 and 4.07, respectively. The total learning burnout scores of students from the Sport School of Zhengzhou University and the University of Malaya Centre for Sport and Exercise Sciences are 58.2 ± 8.95 and 53.6 ± 7.34, respectively. The learning motivation of Malaysian college students majoring in sports is slightly stronger than Chinese students. Compared with Malaysia, the learning burnout of college students majoring in sports in China is extra apparent, mainly exhibited in the two dimensions of depression and a low sense of achievement. The learning motivation and learning burnout of college students majoring in sports are negatively correlated; that is, the stronger the learning motivation, the weaker the learning burnout; on the contrary, the weaker the learning motivation, the more severe the learning burnout. In conclusion, learning burnout of college students can be reduced by correcting and stimulating their learning motivation and improving their learning self-efficacy.

Self Regulated Learning Mahasiswa dan Motivasi Belajarnya Ditinjau dari Motif Memilih Jurusan

the Ability of a learner in regulating learning, both in terms of the planning of the study, the selection of the right strategy, self-control and self-evaluation is a concept behavior learning called Self-regulated learning. While the Self-regulated learning is strongly influenced motivation to learn, and motivation to learn in a department is influenced by their motivation in choosing the majors. Thus, the motivation in choosing a major is very influential on Self regulated learning. Because the motivation of choosing the department, is the basis of optimizing all the effort in achieving the learning objectives. For achievement of high learning, the use of the strategy of self-regulated learning should be highly considered. the relationship between self-regulated learning with the motivation of college students in determining the department of student influence on the results of a study carried out by the college students.

Self-Regulation And Learning Motivation of Guidance And Counseling’s Students, FKIP, UNDANA, Toward Online-Based Learning During Covid-19 Pandemic

This study aims to measure self-regulation and learning motivation of university students of Guidance and Counselling (BK) Department, FKIP, Undana in third, fifth and seventh semester students participating in online-based learning during the Covid-19 pandemic. The method used was a mixed method, which combines quantitative and qualitative ways. The data was collected by distributing questionnaires through online way and by conducting FGD (Focused group Discussion) using the Zoom application. The results show that there is a positive correlation between self-regulation and learning motivation. It means that the higher the students’ self-regulation, the higher the motivation to learn in attending lectures online, and vice versa. Furthermore, the students show high intrinsic learning motivation because they are supported by self-regulation and high self-efficacy and good adaptability. Therefore, it is suggested for students to maintain their self-regulating skill, increase self-efficacy and adaptability so that they can maintain learning motivation in online lectures, especially intrinsic learning motivation during Covid 19 pandemic situation

CAFÉ AS STUDENT’S INFORMAL LEARNING SPACE: A CASE STUDY IN BANDUNG, INDONESIA

For the past years, the café's functionality has shifted from serving light food or beverages to being used by students as an informal learning space (ILS). This paper discusses university student's motivation to study in a café and the desired café's characteristics as an ILS in Bandung, Indonesia. The research uses a quantitative method using a questionnaire to reveal the dimensions of students' internal motivation and spatial characteristics of the café and its effect on students' informal learning responses while in the café. Results found 6 (six) groups of student motivations and 7 (seven) characteristics of cafés as an ILS. Results uncover a positive relationship between utilitarian motivation and physical characteristics in the form of the availability and quality of café amenities on students' cognitive and affective responses. It is implied that students choose a café as an ILS because such informal space can provide satisfactory physical amenities so that their learning performance is expected to increase. Through this trend, universities and/or related stakeholders could use this opportunity to improve the well-being of the student.

Achievement Motivation: A Case Study of the Students of Kermanshah University of Medical Sciences, Iran

Background: Motivation is defined as the development of an individual’s desire to succeed and participate in the activities in which success depends on personal effort and ability. Objectives: The present study aimed to evaluate the status of achievement motivation in university students. Methods: This cross-sectional study was conducted on 182 medical, dentistry, and pharmacology students at Kermanshah University of Medical Sciences (KUMS), Iran in 2018. The participants were selected via simple random sampling with a probability appropriate to the selected sample size. Data were collected using a self-report questionnaire. Data analysis was performed in SPSS version 16 using chi-square and t-test at the significance level of 95%. Results: The mean age of the participants was 21.14 ± 1.68 years (age range: 19 - 25 years). The mean score of achievement motivation was 77.64 ± 7.35, which indicated that the participants obtained 66.93% of the maximum score. In addition, 89.5% and 10.5% of the students had moderate and favorable achievement motivation, respectively. Achievement motivation was significantly correlated with age (P = 0.031), male gender (P = 0.022), and maternal education level (P = 0.018). Conclusions: According to the results, the achievement motivation of the majority of the KUMS students was moderate. Therefore, proper planning is required to improve the achievement motivation of these students.

COVID-19 Risk Perceptions, Concerns and Factors Affecting College Students

In this study, we aimed to increase the knowledge, awareness, and normalization adaptation of university students about the disease with the pieces of training given by academicians about COVID-19 and thus contribute to the control of the epidemic. We also aimed at writing education on disease risk perceptions and anxiety levels related to COVID-19 disease. In the study, two weeks of online education were planned for university students on COVID19 disease. A questionnaire was prepared to give knowledge about the anxiety and risk perceptions of the students about COVID-19 disease. Questionnaire training and finally administered. It was analyzed with the SPSS 22.0 program. Whereas the number of students who answered the pre-education questionnaire was 116, 56 students completed the questionnaire at the end of the training. There was no intelligent difference in the risk perceptions of the students about getting sick and losing their lives from illness before and after education. There is no significant difference in the results of the Wilcoxon signed sum of ranks test for the GAD7 scale scores that made the post-test (p = 0.905, z = -0.11). Except for 9 students who did both tests, 107 pre-tests and 47 post-tests did not differ significantly between the groups in terms of disease risk and GAB7 grading (p&gt; 0.05). As a result, the motivation of university students to participate in the struggle against the pandemic is weak. Ensuring that health-related university students, as well as students from different faculties, participate in the fight against COVID-19 with educational studies will be important in controlling the epidemic.