The Academic Motivation of Papuan Students in Sebelas Maret University, Indonesia

Triyanto, .

doi:10.1177/2158244018823449

Cited by 16 publications

(14 citation statements)

References 24 publications

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“…For instance, “motive” predictors, such as self-rewarding, self-satisfaction self-actualisation, social conditions, etc. (Al-Fattal and Ayoubi, 2013; Triyanto, 2019), could unravel peculiar personal and situational factors underlying festival attendees' evaluation, in context. This is so because motives may stimulate individuals' conscious choice among many alternatives (Jaramillo and Spector, 2004).…”

Section: Discussionmentioning

confidence: 99%

Paragliding festival: understanding stakeholder perception of environmental attitudes and tourism performance

Gyepi-Garbrah

Preko

2022

IJEFM

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PurposeParagliding festivals have become significant events in the global tourism space, attracting tourists to local and international destinations. The purpose of this study was to assess environmental attitudes and rate the performance of the paragliding festival of the Kwahu traditional area in Ghana, from the perspectives of four stakeholder groups.Design/methodology/approachThis study was grounded on the salient stakeholder theory. A quantitative cross-sectional study, with a convenience sampling approach, collected 372 useable questionnaires from four major stakeholders/participants (i.e. Kwahu residents, Kwahu returnees, non-Kwahu Ghanaian tourists and foreigners). Analysis of variance (ANOVA) was used to analyse the data.FindingsThe findings of the Games-Howell post-hoc test show no significant differences among the four stakeholder groups in the festival performance assessment. However, there is a significant statistical difference between the Kwahu residents and foreign tourists regarding environmental attitudes towards the paragliding festival.Practical implicationsVisitors' perceptions and experiences of the environmental performance could inform the planning and execution of festive events that have a direct impact on the natural environment. Policymakers at the community levels must enact environmental protocols that uphold the value propositions of the stakeholders and that of the community at large.Originality/valueThe study expands the application of the salience stakeholder model within festival tourism by highlighting under-represented stakeholder voices in a single study on paragliding festivals in a developing country context.

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Section: Discussionmentioning

confidence: 99%

Paragliding festival: understanding stakeholder perception of environmental attitudes and tourism performance

Gyepi-Garbrah

Preko

2022

IJEFM

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“…), managers, and students is very sensitive and changeable over time. Transformation of momentary (and often accidental) motivation into sustainable academic motivation has to be systematic and managed by various and individually differenced motivational strategies, programs, conditions, events, tools, and elements [36,38,93,126,127].…”

Section: Discussionmentioning

confidence: 99%

Sustainable Academic Motivation

et al. 2019

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The article examines motivation in higher education and relates it to the concept of sustainability. It consists of a theoretical examination of the terms ‘sustainable motivation’ and ‘academic motivation’, and specifically postulates and explains the concept of ‘sustainable academic motivation’. Sustainable academic motivation is defined as proactive interconnection of basic ideas of sustainability and basic characteristics of academic motivation. With primary attention on disclosing appropriate measures for building sustainable academic motivation, an empirical part presents the results of sociological questioning carried out on n = 181 teachers, administrators, and managers of Slovak and Polish universities. Higher financial evaluation and creating good relationships were found to be the most desirable motivation measures. Results also emphasized a discrepancy between opinions of university managers versus opinions of scientists and teachers regarding effective motivation. Based on the results, and with the support of other opinions, sustainable academic motivation is subsequently defined from five perspectives: (a) As the most important component of conscious behavior; (b) as the starting point of behavior; (c) as the accelerator of behavior and development; (d) as the process; and (e) as the resultative level of all motivational efforts and powers at higher-education institutions. The final part of the article contains recommendations for university management, when affecting and building sustainable academic motivation.

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“…In studies on motivation to acquire higher degree in Education, motivation measures are diverse and intractable. Often, motivation variables are collapsed as either intrinsic or extrinsic (see Reena & Bonjour, 2017;Serin, 2018;Triyanto, 2019) or are scaled wide as inventories that attempt to capture and validate as many relevant extrinsic and intrinsic factors as possible (see de Oliveira Durso et al, 2017). In some instances, the measures are represented as Likert-type scales and described using charts and tables or are regressed against diverse demographic and socioeconomic variables (see Burgueño et al, 2017).…”

Section: Motivation To Acquire Higher Degree In Education: a Methodological Reviewmentioning

confidence: 99%

“…There is considerable literature on motivations for the pursuit of higher degree in education. A good number of the existing literature assess the passion for teaching students (see Arar & Abramowitz, 2017;de Oliveira Durso et al, 2017;Incikabi et al, 2013;Triyanto, 2019;Yuce et al, 2013). Motivation measures in these studies, however, are as varied as their theoretical underpinnings.…”

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confidence: 99%

Assessment of Young People’s Motivation for Pursuit of Higher Degree in the Field of Education: Implications for Educational Philosophy and Teacher Policy in Nigeria

Ugwuozor

Ngwoke

2021

Sage Open

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This study assesses students’ motivation for the pursuit of higher degree in the field of Education. Due to their current low-income status (mean value of less than $2 day) and their desired income (mean value of $500 per day) 10 years after acquiring the degree, it is instructive and tractable to examine the income effect of their motivation. Their current low-income status suggests that they are on the average, meeting basic needs such as food and clothing. In addition, their desired income suggests that they desire to possibly move up the zenith of the hierarchies of need. Thus, current income, desired income, choice to work in the educational sector, intended career destination, and (revealed) altruistic motive for teaching in primary and secondary schools after moving up in the ladder of needs were measures of motivation and dependent variables. Ordinary least squares (OLS) and discrete choice models were estimated to identify the determinants of these measures. Results show that very few students had wanted to study Education at undergraduate level. Motivation for their enrolment in postgraduate education, however, is apparently pecuniary and essentially market driven. Most of the students preferred high-paying professions within the education sector—lectureship positions in the tertiary institutions, influencing policies as politicians and political appointees, and running educational businesses. Although, a few students intended to teach in future at the basic level, primary and secondary levels, most of them possess altruistic motives to teach, that is, to mentor students.

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The Academic Motivation of Papuan Students in Sebelas Maret University, Indonesia

Cited by 16 publications

References 24 publications

Paragliding festival: understanding stakeholder perception of environmental attitudes and tourism performance

Paragliding festival: understanding stakeholder perception of environmental attitudes and tourism performance

Sustainable Academic Motivation

Assessment of Young People’s Motivation for Pursuit of Higher Degree in the Field of Education: Implications for Educational Philosophy and Teacher Policy in Nigeria

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