Examining relationships among work ethic,academic motivation and performance

In this study, work ethic was examined as a predictor of academic motivation and performance. A total of 440 undergraduate students completed measures of work ethic and academic motivation, and reported their cumulative grade point average. Results indicated that several dimensions of work ethic were related to academic motivation and academic performance. Differences between correlations were examined, and work ethic dimensions were more strongly related to hypothesised dimensions of motivation than other dimensions of motivation. In addition, structural equation modelling was used to examine the mediating effect of academic motivation. These findings provide additional evidence for the importance of work ethic in academic settings, as well as important construct-related validity evidence for work ethic. Implications of these study findings, limitations and future directions are discussed.     

A latent transition analysis of academic intrinsic motivation from childhood through adolescence

A longitudinal modeling approach was utilized to determine the existence of latent classes with regard to academic intrinsic motivation and the points of stability and transition of individuals between and within classes. A special type of latent Markov Chain model using Mplus was fit to data from the Fullerton Longitudinal Study, with academic intrinsic motivation measured from ages 9 through 17. Model fit using the Bayesian Information Criterion index was examined. The best fit involved a 3-class model, with classes designated as motivationally gifted, intermediate, and at-risk. Transitions between classes occurred mainly during childhood, whereas stability ensued by age 13. Methodological contributions are discussed, as well as theory and applications of the findings with regard to academic intrinsic motivation.     

Predicting stereotype endorsement and academic motivation in women in science programs: A longitudinal model

This study proposed and tested a model based on stereotype threat theory. The hypothesis is that women who are exposed to a low percentage of women in a science program are more likely to endorse the gender stereotype that science is a male domain, which will in turn undermine their autonomous academic motivation. A total of 167 women university students enrolled in science programs participated in an 18-month longitudinal study. Results partially support our model. Although the low percentage of females in science programs was related to endorsement of the gender stereotype, there was no effect of prior stereotype endorsement on subsequent autonomous academic motivation.     

Assessment policies and academic performance within a single course: the role of motivation and self-regulation

Abstract

Despite the frequently reported association of characteristics of assessment policies with academic performance, the mechanisms through which these policies affect performance are largely unknown. Therefore, the current research investigated performance, motivation and self-regulation for two groups of students following the same statistics course, but under two assessment policies: education and child studies (ECS) students studied under an assessment policy with relatively higher stakes, a higher performance standard and a lower resit standard, compared with Psychology students. Results show similar initial performance, but more use of resits and higher final performance (post-resit) under the ECS policy compared with the psychology policy. In terms of motivation and self-regulation, under the ECS policy significantly higher minimum grade goals, performance self-efficacy, task value, time and study environment management, and test anxiety were observed, but there were no significant differences in aimed grade goals, academic self-efficacy and effort regulation. The relations of motivational and self-regulatory factors with academic performance were similar between both assessment policies. Thus, educators should be keenly aware of how characteristics of assessment policies are related to students’ motivation, self-regulation and academic performance.     

Podcasting in a virtual English for academic purposes course: learner motivation

In this study we explored the effect of podcasting on the motivation of the students in an online English for Academic Purposes (EAP) course at the university level (N?=?179). By using a mixed-method approach, we analyzed the data collected on the learners' impressions about using podcasts as a learning tool. The particular aim of this study was to help learners do research in English in their specific academic field. In their EAP course the learners are expected to study various types of English texts, listen to media and give lectures on their academic findings. The findings of this study revealed that males found podcasting significantly more relevant and attractive than females. Females, on the other hand, were significantly more satisfied with using podcasts in their EAP class. Further, results showed that learners who had no prior experience of podcasts for academic purposes outperformed the learners with medium experience. For further qualitative investigation, several sources were used for data collection including interviews with the learners, the course forums, emails, the class groupblog, podcasts and open-ended questions. Overall podcasting proved highly effective in motivating the students to learn in the online environment.     

Passion and motivation for studying: predicting academic engagement and burnout in university students

Research on the dualistic model of passion has investigated harmonious and obsessive passion in many domains. However, few studies have investigated passion for studying and the role passion for studying plays in student engagement and well‐being. The present study investigated the relationships between harmonious and obsessive passion for studying and academic engagement (vigour, dedication and absorption) and burnout (exhaustion, cynicism and inefficacy) in 105 university students, controlling for the effects of autonomous and controlled motivation. Both harmonious and obsessive passion explained variance in academic engagement and burnout beyond autonomous and controlled motivation: harmonious passion predicted higher dedication and lower cynicism, obsessive passion predicted higher absorption, and both harmonious and obsessive passion predicted higher vigour and lower inefficacy. The findings suggest that passion for studying explains individual differences in students’ academic engagement and burnout beyond autonomous and controlled motivation and thus deserves more attention from educational psychology.     

Evidence of a continuum structure of academic self-determination: A two-study test using a bifactor-ESEM representation of academic motivation

Self-determination theory postulates various types of motivation can be placed on a continuum according to their level of relative autonomy, or self-determination. We analyze this question through the application of a bifactor-ESEM framework to the Academic Motivation Scale, completed by undergraduate (N = 547; Study 1) and graduate (N = 571; Study 2) students. In both studies, the results showed that bifactor-ESEM was well-suited to modeling the continuum of academic motivation, and provided a simultaneous assessment of the global level of self-determination and of the specific motivation factors. Global academic self-determination positively predicted satisfaction with studies and vitality. It also negatively predicted dropout intentions and ill-being. Specific motivation types additionally predicted outcomes over and above the global factor.     

Achievement motivation revisited: new longitudinal data to demonstrate its predictive power

During recent decades, the classical one‐dimensional concept of achievement motivation has become less popular among motivation researchers. This study aims to revive the concept by demonstrating its predictive power using longitudinal data from two cohort samples, each with 20,000 Dutch secondary school students. Two measures of achievement motivation were constructed on the basis of Hermans' Achievement Motivation Test for Children. Results showed that these measures predicted later educational attainment and achievement, and were related to movements in educational career. Our measures of achievement motivation showed a certain stability over time; this stability decreased, however, with the length of the interval between measurements. In addition, a consistent decrease of motivation with age was found.     

A multidimensional analysis of changes in mathematics motivation and engagement during high school

Despite concerns about declining interest and enrolments in mathematics, little research has examined change in a broad range of constructs reflecting mathematics motivation and engagement. The current study used an 11-factor model of motivation and engagement to evaluate levels of maths motivation compared to general academic motivation and to assess group-level and individual-level changes in maths motivation during secondary school. In a multicohort-multioccasion design, Australian students completed an adaptation of the Motivation and Engagement Scale in two consecutive school years. Ratings in mathematics were lower than general academic motivation on several scales but particularly on the planning and task management scales and for the year seven cohort. Mean ratings of valuing and task management decreased over the two years, while stability of mathematics motivation was moderate. Girls reported stronger anxiety, uncertain control and failure avoidance than boys, despite also reporting greater mastery focus. The findings demonstrate that a multidimensional model facilitates a differentiated analysis of possible reasons for a waning interest in mathematics.     

Academic choices and motivation: Diverse groups in Israel

Israel is a multi-cultural society with a Jewish majority and a large Arab minority. This study aims to examine whether Israeli Arab and Jewish students have different motivations and consider different factors when choosing a college for postgraduate studies. A case study, during the academic year 2010–11 administered questionnaires to 290 Jewish and Arab postgraduate students in a private academic college in order to investigate students’ motivations for postgraduate studies and choice of college. Findings indicated that the strongest motivation expressed by all the students is a desire for self-fulfilment. Motivation for social mobility and to help to empower their society is more important for Arab students. Convenience considerations (proximity to home, flexible entrance standards and employment prospects while studying) determined college choice for Jews and Arabs more than college reputation and teaching quality. Yet Arab students attach more importance than Jewish students to the college’s quality. It is concluded that postgraduate programmes should be more sensitive to diverse students’ needs.     

Re-examining and developing the notion of academic citizenship: A critical literature review

The notion of academic citizenship has been largely associated with the service role which is a part of academic work seen as additional to teaching and research. The changing landscapes of higher education and the increasing diversity of academic work have prompted debates on what academic citizenship means. This paper challenges the conventional association of academic citizenship with the service role and presents a critical review of the key themes and issues explored in extant literature on the subject. Drawing upon the general view of citizenship as practice, it proposes that the different dimensions of academic work be seen integratively, with academic citizenship reframed beyond the service role. We argue that academic citizenship needs to be conceptualised as a practice of enactment, that is, by the values, processes and means by which it is enacted and asserted as academics draw on freedoms, autonomy and individual motivations.     

Perceived instructor affective support in relation to academic emotions and motivation in college

The purpose of the present study was to examine the associations among perceived instructor affective support, academic enjoyment, academic hopelessness, behavioural engagement and academic help seeking in college classrooms. A self-report survey was administered to 277 college students enrolled in a teacher training department of a major university in Turkey. Structural equation modelling was used for data analysis. Perceived instructor affective support, either directly and/or indirectly, related to all emotional and motivational variables presented in the structural model. Findings signify the necessity of providing affectively supportive learning environments not only in K12 classrooms but also in college classrooms. The implications for practice and future research as well as the limitations are discussed.     

Expectancy-value theory of achievement motivation: A developmental perspective

I consider Eccles et al.'s (1983) expectancy-value model of achievement performance and choice from a developmental perspective, by examining how recent research on the development of young children's competence beliefs, expectancies for success, subjective task values, and achievement goals can be incorporated into the model. The kinds of change in children's achievement beliefs considered include change in the factor structure of children's competence beliefs and values; change across age in the mean level of those constructs; and change in children's conceptions of ability beliefs and subjective values. I also discuss how achievement goals are conceptualized in this model, and how goals are conceived by other current motivation researchers. Changes in the nature of relations among competence beliefs, subjective task values, achievement goals, and achievement behaviors also are considered.     

School motivation: A comparison between Kenya and Italy

The authors compare school motivation in Kenya and Italy, two countries that differ in terms of socioeconomic conditions, structure of the school system, and access to education. Free primary education is indeed a recent attainment for Kenyan students. The participants, 449 Kenyan and 480 Italian students, 9–14 years old and attending Grades 4–8, were asked to complete a questionnaire about learning motivation. A factor analysis revealed that school motivation can be described by five dimensions in both contexts: intrinsic motivation, extrinsic motivation, academic self-concept, causal attribution, and amotivation. Differences between countries and lower (Grades 4–5) and higher (Grades 6–8) grades emerged: intrinsic motivation, extrinsic motivation, and academic self-concept were found to be higher in Kenyan than in Italian students, whereas amotivation was lower. Moreover, only Italian students showed less intrinsic motivation and more amotivation in higher grades than in the lower ones.     

School context,achievement motivation,and academic engagement: A longitudinal study of school engagement using a multidimensional perspective

This longitudinal study adopts a multidimensional perspective to examine the relationships between middle school students' perceptions of the school environment (structure support, provision of choice, teaching for relevance, teacher and peer emotional support), achievement motivation (academic self-concept and subjective task value), and school engagement (behavioral, emotional, and cognitive engagement). Participants were from an ethnically diverse, urban sample of 1157 adolescents. The findings indicated that student perceptions of distinct aspects of the school environment contributed differentially to the three types of school engagement. In addition, these associations were fully or partially mediated by achievement motivation. Specifically, student perceptions of the school environment influenced their achievement motivation and in turn influenced all three types of school engagement, although in different ways. Moderation effects of gender, ethnicity, and academic ability were also discussed.     

Fostering self-efficacy and self-regulation in higher education: a matter of autonomy support or academic motivation?

ABSTRACT

By implementing student-centred learning environments, higher education institutions aim to foster student self-efficacy and self-regulation. Previous research that focuses on how students perceive these learning environments usually does not take the differential impact of students’ study motivation into account. However, the type of motivation might influence how students perceive their learning environment. To this end, this study investigates the relationship between students’ perceived autonomy support in student-centred learning environments and self-regulation and self-efficacy by taking study motivation into account. The results indicate that autonomy-supportive teacher behaviour enhances self-efficacy for students who are autonomously motivated. Amotivated students might need other than autonomy-supportive teacher behaviour to develop self-efficacy. Self-regulation seems to play a less distinct role. Overall, when examining the effects of autonomy-supportive teaching in higher education, the quality and quantity of students’ motivation has a role to play, an aspect which is important to consider in future research and practice.     

The use of motivation theory in engineering education research: a systematic review of literature

Motivation is frequently studied in the context of engineering education. However, the use of the term motivation can be inconsistent, both in how clearly it is defined and in how it is implemented in research designs and practice. This systematic literature review investigates the use of motivation across recent engineering education publications. Results show that the majority of engineering education publications referencing motivation as a concept do not provide a clear definition for the term, nor do they draw upon the existing body of literature surrounding motivation. Within the publications that do draw upon motivation literature, we found that a small number of frameworks were most prominent. We believe that both of these factors potentially inhibit the understanding of motivation in engineering education. Therefore, we provide a number of suggestions for how researchers and practitioners can work to rectify these trends.     

学风建设:大学可持续发展的永恒主题

加强学风建设,是大学落实科学发展观、实现可持续发展的永恒主题。追求真理、强化学术自由与学术责任、服务社会发展和张扬个性,是大学学风建设的题中应有之义。加强大学学风建设,应该用大学精神去激励,用道德教育去引导,用大学制度去规范,用校园文化去陶冶,并注重把握好大学学风建设的学、思、用、创四个关键环节。