The Relationship between Academic Motivations and University Students’ Attitudes towards Learning

Taşgin, Adnan; Coskun, Göksel

doi:10.12973/iji.2018.11459a

Cited by 25 publications

(19 citation statements)

References 39 publications

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“…A student who has a positive attitude to learning has a learning outcome which is better compared to a student who has less positive attitude to learning (Bakar et al, 2010). Another study also concluded a positive and significant relationship between learning attitudes and academic motivation, and there was a high and positive correlation between intrinsic, extrinsic motivation and academic motivation (Tasgin & Coskun, 2018). Students with high achievement motivation also have more positive attitude to the exam they will face (Adegboyega, 2018).…”

Section: Discussionmentioning

confidence: 98%

The Influence of Online Project Collaborative Learning and Achievement Motivation on Problem-Solving Ability

Yunus¹,

Setyosari²,

Utaya³

et al. 2021

EUROPEAN J ED RES

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The aim of this study is to find out the influence of online project collaborative learning and achievement motivation on problem-solving ability in the area of citizenship. This study uses a quasi-experimental design. The total of study subjects is 71 students of higher education; consist of 36 students as the experimental group and 35 students as the control group. Data of problemsolving ability is obtained by using an essay test, while data of achievement motivation is obtained by using a questionnaire. Data analysis is done with ANOVA (Analysis of Variance). The study results show that online based-project collaborative learning strategy has a positive influence on civic problem-solving ability. There is a difference in civic problem-solving ability between students with high achievement motivation and students with low achievement motivation. Online project collaborative learning strategy and achievement motivation interact in influencing the civic problem-solving ability of students. It is recommended that further study corroborate this finding by testing again the effectiveness of using online-based project collaborative strategy in the aspect of problem-solving in a similar field of study.

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Section: Discussionmentioning

confidence: 98%

The Influence of Online Project Collaborative Learning and Achievement Motivation on Problem-Solving Ability

Yunus¹,

Setyosari²,

Utaya³

et al. 2021

EUROPEAN J ED RES

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show abstract

“…More recent evidence, however, suggests that extrinsic motivation, in combination with intrinsic motivation may promote deep learning (Mo, 2011). Also, extrinsic motivation may trigger intrinsic motivation and thereby strengthen deep learning (Rassuli, 2012) and lead to better academic performance (Tasgin & Coskun, 2018). This is also supported by recent research in a business studies context, where accounting students with high intrinsic and extrinsic motivation tended to be more engaged in deep learning (Everaert et al, 2017).…”

Section: Motivation and Learning Approachesmentioning

confidence: 83%

Motivation, Learning Strategies and Performance Among Business Undergraduates at University Colleges in Sweden

Bengtsson

Teleman

2019

Business, Management and Education

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Purpose – This paper brings new material to the understanding of interlinkages between motivation, learning and performance in academic contexts. By investigating these interlinkages in a new context – students of business and management at a Swedish university college – it seeks to answer the following research questions: How do students’ degree and type of motivation relate to their learning strategies?; how do students’ degree and type of motivation and learning strategies relate to their academic success?; and how do student characteristics in terms of experience and gender influence the nature and strength of these relationships? Research methodology – The data used in this paper is based on student surveys and a centralised system of reporting and archiving academic results. The latter contains information on the academic performance of individual students, whereas the surveys gathered information on the students’ background characteristics (experience and gender), their motivation for pursuing academic studies and their learning strategies. The difference in proportion tests and OLS regressions were then applied to investigate differences between student groups and relationships between the different variables. Findings – The findings reveal that business students are more extrinsically than intrinsically motivated; that deep learning approaches lead to higher grades for particular examination forms, and that female students are typically more intrinsically motivated, engage more in deep learning approaches and perform better than their male counterparts. Practical implications – The findings suggest that practitioners in higher education involved with the business and/or university college students have good reasons to stimulate motivation generally, and intrinsic motivation in particular. However, this must be accompanied by examination forms that promote deep learning. Originality/Value – In contrast to most research, this paper focuses on the interlinkages between motivation, learning and performance among business students in a university college setting. This contrasts most research on this topic which tends to be focused on university students, particularly in the US, in other fields of study or accounting. Moreover, this paper also takes student characteristics into account and uses a variety of measures to operationalise academic performance.

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“…A partir del análisis de la información recabada en este estudio y de aquello que muchos otros trabajos de investigación han defendido (Chien y Hsieh, 2018;Tasgin y Coskun, 2018), se ha podido constatar que la motivación que presentan estos jóvenes escolarizados en las etapas educativas de Educación Secundaria Obligatoria y Bachillerato, depende más de la metodología de enseñanza-aprendizaje y la actuación pedagógica adoptada por el docente -lo que bien se conoce como el "cómo se enseña"-, que del contenido en sí mismo que en cada materia se aborda -lo que se conoce como el "qué se enseña"-.…”

Section: Conclusiones Y Discusiónunclassified

Un análisis cualitativo de la motivación ante el aprendizaje de estudiantes de educación secundaria

Orús

Cosculluela²

2021

REOP

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RESUMENNumerosa es la evidencia empírica que ha demostrado que la motivación, además de constituir un factor absolutamente esencial en el proceso de aprendizaje del alumnado, debe preceder a dicho proceso para que, realmente, los estudiantes sientan el deseo real de aprender. Durante la etapa de enseñanza secundaria, la actuación pedagógica y las características personales del propio docente juegan ambas un destacado papel en el proceso motivacional de los jóvenes adolescentes hacia el aprendizaje quienes, en comparación con etapas educativas previas, han ido progresivamente perdiendo los niveles motivacionales que los mantienen voluntariamente próximos a la curiosidad por aprender. En este sentido, se plantea un trabajo de investigación de corte cualitativo con el objetivo de identificar aquellos aspectos didácticos y académicos que inciden en el estado motivacional del alumnado de la etapa de Secundaria y Bachillerato. Para ello, y teniendo en cuenta que el número de jóvenes estudiantes participantes en el estudio es de 28 (comprendidos entre las edades de 12 y 18 años), se conformaron un total de cuatro grupos de discusión con alumnado de tres centros de Educación Secundaria públicos. Los resultados, analizados atendiendo a las categorías resultantes del estudio cualitativo de la información, reflejan un conjunto de cualidades y aspectos a tener en consideración y, consecuentemente, sobre los que reflexionar con detenimiento. Todo ello, con la firme intención de introducir las oportunas mejoras que conduzcan al alumnado a manifestar un auténtico e intrínseco interés por aprender y formarse a lo largo de la vida.ABSTRACT Include abstract in English following IMRYD (Introduction, Method, Results, Discussion or Conclusion). Numerous is the empirical evidence that has shown that motivation, in addition to being an essential factor in the learning process of students, must precede this process so that students feel the real desire to learn. During the stage of Compulsory Secondary Education, the pedagogical action and the personal characteristics of the teacher both play a important function in the motivational process of young adolescents towards learning. In comparison with previous educational stages, students have progressively lost their motivational levels that keep them voluntarily close to the curiosity to learn. In this sense, a qualitative research is proposed with the aim of identifying those didactic and academic aspects that affect the motivational status of students of the Secondary stage. Taking into account that the number of young students participating in the study is 28 (between the ages of 12 and 18), a total of four discussion groups were formed with students from three public secondary education centres. The results, analyzed according to the categories of the qualitative study of the information, reflect a set of qualities and aspects to be taken into consideration and, consequently, about which to reflect carefully. All this, with the firm intention of introducing the opportune improvements that lead students to manifest an authentic and intrinsic interest in learning and training throughout life.

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The Relationship between Academic Motivations and University Students’ Attitudes towards Learning

Cited by 25 publications

References 39 publications

The Influence of Online Project Collaborative Learning and Achievement Motivation on Problem-Solving Ability

The Influence of Online Project Collaborative Learning and Achievement Motivation on Problem-Solving Ability

Motivation, Learning Strategies and Performance Among Business Undergraduates at University Colleges in Sweden

Un análisis cualitativo de la motivación ante el aprendizaje de estudiantes de educación secundaria

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