Motivation Of University Students Research Articles

An Investigation of the Learning Motivation of Student Studying Accounting Courses in China

Since the 1980s, concerns within the accounting profession have asked whether the accounting curriculum aligns with evolving accounting practice and the preparation of students for working in accounting field. In recent years, the accountancy profession has played a vital role in the growth of China’s economy, and so identifying the motivation of college students to study accounting in China and their inclination to enter the accounting profession is paramount. This paper investigates the learning motivation of students studying accounting in China through the use of self-administered questionnaires. Non-probability sampling technique was used in this study. A total of 103 questionnaire responses were collected and underwent descriptive and correlation analysis. Findings indicated that undergraduate accounting students were mainly motivated by their concerns about their future career and qualification, altruism, enjoy social life, and self-exploration. These findings are consistent with the self-determined theory about self-identity as an accounting professional, and support the expectancy-value theory in the value of studying accounting to the career aspiration, and concurs with the achievement goal theory in achieving the professional qualifications and personal growth. Findings from this study have implications for helping students to understand their motivations to study accounting and their suitability of entering the accounting profession. Accounting professional bodies may also use the findings reported here to inform on member recruitment strategies, whilst facilitating education providers’ assessment of suitability for candidates to studying accounting and the design of curriculum and teaching strategies.

Creation of stressful game situations to increase the educational motivation of university students

The article discusses the need to create stressful game situations for students at a university. Changes in the field of education are due to the social order of the digital society and the VUCA world. Future specialists (especially in certain professions) should be able to work in a mode of uncertainty, possess critical thinking and creativity, and be able to collaborate in a team. Stressful game situations help develop stress resistance and increase education motivation. The self-centeredness of the digital generation of learners complicates the development of collaboration and communication. Stressful game situations during classes should level this out. Taking into account the modern educational paradigm of teaching in higher education, options for using stressful game situations to form the basic skills of a future specialist in the framework of professional and personal development are described.

Game technologies as a means of increasing the educational motivation of university students

The study reflects the impact of gaming technology on changing student motivation. The implementation of gaming technologies in the training of students of a higher educational institution helps to increase the motivation of students to study professional disciplines, the formation of professional competence.

Supporting Academic Self-Efficacy, Academic Motivation, and Information Literacy for Students in Tertiary Institutions

Academic self-efficacy, academic motivation, and information literacy are considered crucial to fostering student learning in tertiary institutions. The aim of this study was to examine the information literacy self-efficacy and academic motivation of college students and to identify the predictors of information literacy self-efficacy. The participants included students in their junior and senior years studying nursing, healthcare, and non-healthcare disciplines at a self-financing institution. Data were collected through a quota sampling method using a questionnaire. In total, 504 valid questionnaires were returned. The results indicated a moderate positive correlation between the two variables. The nursing students were found to have lower information literacy self-efficacy scores than those from the other disciplines. The results from a multiple regression analysis showed that the following factors are predictors of information literacy self-efficacy: being a nursing student, total scores for academic motivation, and owning a personal computer. Nurse educators are encouraged to strengthen the information literacy skills of nursing students, as this is an essential component in the application of evidence-based practices in the nursing profession.

Learning Arabic in Scandinavia: Motivation, metacognition, and autonomy

Rising levels of immigration, especially from the Middle East and North Africa, have led to significant socio-demographic changes and increasing levels of linguistic diversity in Scandinavian countries. In parallel with these developments, a growing number of students in Norway, Sweden, and Denmark have started to learn Arabic at school and university. Learning Arabic presents both challenges and opportunities. For example, it furthers the goal of states to develop multilingual citizens, yet it also tasks educational institutions with designing Arabic courses that reflect the interests and aspirations of their students and provide them with the tools to make sustained progress. In order to accomplish this, it is important to first understand what motivates students to learn Arabic and the extent to which they use self-regulatory strategies to enhance their learning. This article reports on a study that explored the self-regulation and language learning motivation of university students (N=96) learning Arabic in Norway, Sweden, and Denmark. The findings revealed that the Norwegian, Swedish, and Danish participants differed statistically significantly in their motivation to learn Arabic. Statistically significant gender differences were also found with respect to the participants’ self-regulation. The study provides important insights into student metacognition, autonomy, and motivation to learn non-European languages in the Scandinavian context.

Using self-determination theory to understand eating behaviors and weight change in emerging adults

IntroductionCollege may be a time when emerging adults establish eating patterns that influence future weight trajectories. Self-determination theory (SDT) suggests that satisfaction of basic psychological needs (autonomy, competence, relatedness) supports autonomous regulation of behavior, which is associated with healthier behaviors. When needs are frustrated, individuals feel as though their behaviors are controlled by others, which is associated with unhealthy behaviors. This study used SDT to examine a model for associated body satisfaction, eating/weight control behaviors, and weight change. MethodsUsing a cross-sectional design, undergraduates (N = 875; 57% women; AgeM = 20 ± 1.4 yrs.; BMIM = 24.3 ± 4.4) completed measures of need satisfaction and frustration, behavioral regulation of healthy weight, body satisfaction, eating/weight control behaviors, and weight change in their first semester of college. ResultsStructural equation modeling showed that need satisfaction was positively associated with greater autonomous regulation, which was positively associated with greater body satisfaction and fruit/vegetable intake. Conversely, greater need frustration was associated with greater controlled regulation, which was associated with lower body satisfaction. Participants who had greater body satisfaction engaged in fewer unhealthy weight control behaviors. Engaging in more unhealthy behaviors was associated with greater weight gain during the first semester of college, whereas fruit and vegetable intake was not associated with weight change. The associations were stronger for women than men, particularly for the relationships between body satisfaction and unhealthy weight control behaviors and increased weight gain. ConclusionsThe model was generally supported, suggesting that psychological need satisfaction and autonomous motivation in college students may facilitate greater body satisfaction and healthier eating behaviors. Future longitudinal research is needed to clarify the factors that influence health behaviors and weight gain in college students.

A study on the relationship between temporal changes in learning motivation of college students and satisfaction index for school life.

A study on the relationship between temporal changes in learning motivation of college students and satisfaction index for school life.

Motivation of University Students Towards the Use of Information and Communication Technologies and Their Relation to Learning Styles

Motivation can influence the success of the teaching-learning process. The use of Information and Communication Technology (ICT) in Education is becoming more and more frequent. In fact, its presence is very engaging and may improve learning. This study is aimed at analysing the relation between university students' intrinsic motivation and their learning styles, where variables such as gender and the universities at which they study can be essential. For that purpose, the answers provided in both the IMI (Intrinsic Motivation Inventory) questionnaire and the Felder and Silverman's Learning Style Inventory by a sample of 272 students from two different universities have been taken into account. The two questionnaires were completed online, allowing access from any device with an internet connection. Once the data obtained was analysed, a high correlation among the six dimensions of the motivation questionnaire was observed. Said correlation does not apply to Felder and Silverman's test, where there is little correspondence among the eight styles in the inventory. A clear relation between two learning styles (Visual and Reflective) and intrinsic motivation is also noted. It should be highlighted that on examination of the variables corresponding to the university where student study and the latter’s gender were examined, certain differences appeared, such as the prevalence of some learning styles in male participants.

The Motivations of Japanese College Students to Participate in an English Vocabulary Learning Activity

The Motivations of Japanese College Students to Participate in an English Vocabulary Learning Activity

The Motivation of University Students of International Relations to Learn English

This article reports on the findings of a study investigating the motivation of Bulgarian undergraduates of International Relations to learn English as a second language (L2). First, we consider language learning motivation in the context of three influential theoretical developments in research on motivation. Then, we report on a small-scale survey aiming to define the motivational profile of students of International Relations through the lens of the L2 Motivational Self System. The analysis of the survey data reveals similarities with findings of previous research as regards the favourable attitude towards English language learning, the prominent role of the ideal L2 self in the motivational pattern, and some doubt over the relation between the ought-to L2 self and the intended learning effort. The study results also indicate relations between travel orientation and the ought-to L2 self, and between the two types of instrumental motivation which have not been reported in previous research. These motivation peculiarities are explained through the specifics of the surveyed group that refer to students’ aspirations and potential careers in international relations.

Culture Moderates the Relationship between Family Obligation Values and the Outcomes of Korean and European American College Students.

Family obligation values have been described as an important element of collectivistic cultures that are related to the development of positive emotional well-being and motivation in high school and college students. The present study tested the hypothesis that culture moderates the relationship between family obligation values and the outcomes of Korean (n = 249) and European American (n = 251) college students. The results provided support for this hypothesis. Specifically, for Koreans, family obligation values were significantly and positively correlated with descriptions of parents as being more supportive of the self-determination of their children, which was found to mediate the relationship between family obligation values and student outcomes. Furthermore, family obligation values were more strongly associated with the motivation, self-esteem, and depression of Koreans than European Americans. European American students expressed lower family obligation values and the intensity of these values were unrelated to their emotional well-being. Family obligation values were positively correlated with reports of self-determined motivation for Korean students, and negatively correlated with reports of self-determined motivation for European American students. The results are discussed in terms of cultural moderation and self-determination theory.

Adaptation of the STEM Value-Expectancy Assessment Scale to Turkish Culture

This study aimed to obtain a measurement tool in Turkish culture to determine the motivation of university students (pre-service teachers) toward STEM based on the expectancy-value theory. For this purpose, the validity and reliability studies of the Turkish version of the STEM Value-Expectancy Assessment Scale developed by Appianing and Van Eck (2018) were conducted. A confirmatory factor analysis (CFA) was undertaken to check the validity of the scale administered to 196 pre-service science teachers selected by purposeful sampling and Cronbach’s alpha internal consistency coefficients were examined for the reliability evaluation. One item that showed a tendency to be loaded on two factors in CFA was removed and the repeated CFA confirmed a good fit for the two-factor structure as in the original scale. In the reliability analysis, the internal consistency coefficients were calculated as .87 for the whole scale, .82 for the perceived value component, and .82 for the expectations of success in STEM careers component. When the validity and reliability results were evaluated together, it was concluded that the adaptation of the scale to Turkish culture was a measurement tool that has high validity and reliability that could be administered to prospective teachers.

Multi-sensor Data Fusion Hand-made Teaching System for Preschool Education

<p style="text-align: justify;"><span style="font-size:16px;font-family: 'Times New Roman','serif'">The cultivation and cultivation of entrepreneurial thinking is very important to the growth of students. As a healthy and positive mental state displayed by an individual in the process of growing up, psychological capital generally covers factors such as confidence, optimism, perseverance, self-efficacy, etc. It is more important than social capital and human capital in today's society. This article adopts qualitative research methods, and the research found that the lack of entrepreneurial awareness and motivation of college students is largely due to the lack of entrepreneurial thinking. The research proposes that the cultivation of entrepreneurial thinking should start from the perspective of psychological capital, and construct an entrepreneurial thinking curriculum training system through effective paths such as comprehensively shaping college students' entrepreneurial personality, cultivating college students' hope psychology, absorbing theoretical curriculum knowledge, and digging in-depth practical classroom functions. In order to improve the entrepreneurial literacy and ability of college students, and lay a good foundation for their successful entrepreneurship in the future.</span>

Universitários de educação física são otimistas e motivados durante a vida acadêmica?

Objetivo: Analisar a orientação de vida e a motivação acadêmica de universitários do curso de Educação Física ao longo dos quatro anos de formação inicial. Métodos: Participaram deste estudo de cunho descritivo longitudinal 24 universitários do curso de Educação Física do período integral, estudantes de uma universidade pública do sul do Brasil. Como instrumentos de pesquisa foram utilizados o Teste de orientação de vida (TOV-R), a Escala de Motivação Acadêmica e um questionário de identificação. Utilizou-se para análise estatística o teste de Friedman, o teste de U de Mann-Whitney, o Kruskal-Wallis e correlação de Spearman (p&lt;0,05). Resultados: O nível de otimismo não se alterou ao longo dos anos, já os níveis de motivação apresentaram diferenças significativas entre os anos. Os resultados da correlação demonstraram que quanto menos horas de prática de exercício físico realizada pelos os acadêmicos, mais desmotivados eles se percebem (p= 0,04) assim como que quanto maior a faixa etária maiores níveis de motivação intrínseca (r= 0,60). Conclusão: Os universitários de Educação Física são otimistas durante toda a formação inicial. Ainda, constatou-se que no primeiro ano os acadêmicos são mais desmotivados quando comparados aos outros anos da formação.

Exploratory research on college students’ motivations to volunteer – a case of international events hosted in China

Purpose The purpose of this paper is to understand the motivations of college students to volunteer for international events in the context of China; to design, modify the volunteer motivation scale for measuring the young volunteers; and to compare the motivations between volunteers in China and western society.

Motivating College Students: Challenges, Consequences, and Remedies

Academic motivation can work both ways. It inspires students as well as instructors at all levels of learning. However, this study gears toward motivation at the college level. When instructors cannot accomplish learning outcomes and observe students dropping the course, come late, miss lectures. and even scheduled tests or exams, these reveal serious problems or challenges. These challenges as well lead to undesired consequences. If this recurs very often, it becomes a phenomenon that needs immediate remedies or solutions. Previous research has focused on many aspects of motivation, theories, definition. Research has reached empirical results that serve all levels of education at elementary, junior, high schools, or colleges. No doubt research in motivation produces answers to questions raised by researches or institutions that look forward to improving the academic environment for students so that students’ goals will achieve the intended outcomes. Therefore, if students’ motivation to learn is enacted, the whole teaching environment will go smoothly. However, when a lack of motivation ends up in failures no matter how teaching methods are easy to apply, the whole academic institution falls apart. Ultimately, students’ main concern becomes focused on getting grades but not on the love of the subject they study. Here motivation plays an important role in the academic life of students when they know why they join college. Unless they have a clear set of goals, and their study does not satisfy their goals, challenges start to appear for instructors teaching them. I keep telling my students, “There is no point in teaching you if you are not willing to learn. Neither can I pour knowledge into your brains.” Speaking of which I remind them of the English proverb: “you can lead a horse to water, but you can't make him drink.” This study provides remedies for students’ lack of motivation at our college. The results of the study were obtained via interviewing students, and observation of their behavior during classes.

The influence of mathematics academic potential and learning motivation of Papuan college students in Jember on academic achievement

This research aims to find out the influence of mathematics academic potential and learning motivation of Papuan college students in Jember on academic achievement. The population in this research is Papuan college students who study in Jember. Data collection is by using the questionnaire method, test method, and documentation method. The questionnaire method is for collecting data of learning motivation, the test method is for collecting data of mathematics academic potential. Analysis prerequisites in this research are the test of normality, the test of multicollinearity, the test of heteroscedasticity, and the test of autocorrelation by SPSS of 17 versions for Windows. The analysis method used in this research is the t-test of hypothesis testing with a significant level of 2-tails or α ≥ 0,05. The research result shows that mathematics academic potential and learning motivation has a significant effect on the academic achievement of Papuan college students in Jember Regency, East Java.

대학생의 자기결정적 고독동기가 대인관계능력에 미치는 영향 : 자아존중감과 심리적 안녕감의 이중매개효과

The purpose of this study was to verify the dual mediating effect of self-esteem and psychological well-being in the correlation between self-determined solitude motivation and interpersonal relationship competence of college students. This survey collected completed questionnaires from 405 college students. The data was analyzed using SPSS Win 21.0, and SPSS Macro. The results of this study are as follow: First, as a result of examining the relative influence, it was found that the psychological well-being which was especially higher impacted on interpersonal relationship competence. Second, self-esteem and psychological well-being had a partial mediation effect in the correlation between self-determined solitude motivation and interpersonal relationship competence of college students. Third, self-esteem and psychological well-being had dual mediation effect in the correlation between self-determined solitude motivation and interpersonal relationship competence of college students.

Study on the English Learning Motivation and Learning Strategies

&lt;p&gt;Learning motivation and learning strategies are the important factors that affect English learning, which has an important impact on the students' learning English. In the 1970s, Chinese scholars mainly studied the transfer to students' autonomous learning, which resulted in individual differences of learners, such as age, gender, motivation, strategy, &lt;em&gt;etc&lt;/em&gt;. However, learning motivation and strategy are the most important issues, which need our research. Based on the real data, this paper makes SPSS software statistics, which can analyze the correlation between learning motivation and learning strategy. Through the study of English learning motivation and Strategies of vocational college students, vocational college can better improve the quality of English teaching.&lt;/p&gt;

운동 참여 여대생의 사회적 지지, 기본심리욕구, 참여동기와 운동몰입 및 운동지속의도의 구조적 관계

본 연구의 목적은 자결성 이론(self-determination theory)과 내적동기와 외적동기의 위계적 동기모형(Hierarchical Model of Intrinsic and Extrinsic Motivation; HMIEM)을 바탕으로 운동에 참여 중인 여대생이 지각한 사회적 지지, 기본심리욕구, 참여동기와 운동몰입 및 운동지속의도의 순차적인 구조적 관계를 살펴보는 것이다. 이를 위해 서울과 인천에 소재한 2개의 여대에서 사회체육센터 운동 수업에 참여 중인 여대생 350명의 자료로 분석을 실시하였다. 자료분석은 SPSS 25.0 프로그램으로 신뢰도와 상관분석을 실시하였으며 연구모형을 검증하기 위해 AMOS 25.0 프로그램을 이용하여 구조방정식 모형을 실시하였다. 분석결과에 따르면 첫째, 사회적 지지는 자율성, 관계성, 유능성 모두에 정적인 영향을 미치는 것으로 나타났다. 둘째, 기본심리 욕구 하위변인 모두 내적동기에 정적 영향을 보인 반면, 관계성만 외적동기에 정적 영향을 미치는 것으로 나타났다. 셋째, 내적동기는 운동몰입과 운동지속의도에 정적 영향을 미친 반면, 외적동기는 운동몰입에만 정적인 영향을 보였다. 즉 사회적 지지는 기본심리욕구를 높이고 이는 내적동기를 향상시켜 운동행동결과에 긍정적인 역할을 하는 것을 알 수 있었다. 이러한 연구결과를 통해 운동참여율이 저조한 여대생들을 대상으로 운동에 참여하고자 하는 동기화된 행동을 향상시킬 수 있는 사회적 지지의 역할을 규명할 수 있었다.