Academic research and student motivation

Abstract

This article reports an investigation into the relationship between student perceptions of lecturer research and motivation to study at university. A 71-item, Likert-type questionnaire was completed by 100 Oxford Brookes University final year undergraduates. The pattern of correlation between variables together with the results of a factor analysis, suggests that a relationship exists between type of student motivation and attitude to faculty research. It is proposed that Intrinsic Motivation, and a specific form of Course Competence are associated with positive attitudes to departmental research activity while Extrinsic-, Social-and Achievement-oriented students appear to be indifferent, or to have negative attitudes towards research. In the light of the present findings, it is suggested that previously reported negative evaluations of research-active teachers may come from a subpopulation of students who are extrinsically motivated and uninterested in communication with lecturers. Students in this group may avoid interaction with lecturers, while such interaction is sought by intrinsically-motivated, course-competent students. In these circumstances, lecturer views on the value of research for teaching might well be biased by feedback from those students who perceive it positively. It is noted that the present findings may explain how positive forms of student motivation can be enhanced.

Relating academics' ways of integrating research and teaching to their students' perceptions

“…Shore, Pinker, and Bates 1990) of intrinsically motivated students (cf. Breen and Lindsay 1999). It seems that a less integrated way, i.e.…”

“…Among the factors influencing how students perceive the link between research and teaching are the nature and level of the discipline, type and purpose of a course, the ability and motivation of the student, and the opportunity for personal interaction with teachers (Neumann 1994). Breen and Lindsay (1999) point towards student motivation: those who most appreciate research involvement are the intrinsically motivated students, while qualification-motivated students are indifferent to research activities, and the achievement-oriented students approach research negatively. We will discuss both the disadvantages and advantages perceived by the students as reported in the literature.…”

The effects of learning environment on graduates' competencies

“…However, studies also showed that research involvement facilitates student-centred learning by increasing flexibility in determining course content (Jenson as cited in Breen & Lindsay, 1999). Other research suggested that the effects of research on students' learning also depend on the characteristics of the students.…”

“…Other research suggested that the effects of research on students' learning also depend on the characteristics of the students. Breen and Lindsay (1999) asserted that students with intrinsic motivation and specific form of course competence are associated with positive attitudes towards research activity, while students with extrinsic motivation who are social and achievement oriented have negative attitudes towards research.…”

Quality Instruction as a Motivating Factor in Higher Education

“…This practice is not motivating to students in higher education. Students in higher education generally think that the use of research makes their learning more authentic, increases their credibility of information received and their motivation to learn through discovery as well as ensures that their knowledge is up to date (Breen & Lindsay, 1999;Jenkins, 2000;Lindsay, Breen, & Jenkins, 2002). Therefore, instructors in higher education should be encouraged to embark on research activities that are relevant to their teaching.…”