Academic Motivation of Koç University Students (original) (raw)

MOTIVATION AND ITS THEORETICAL INSIGHT.pdf

10th annual International Conference on Education and New Learning Technologies, 2018

In this article the authors introduce the development of a hierarchical theory of self-determination and the theory of target orientations, showing their explanatory potential on to motivate students. The article presents the theoretical provisions of different approaches, and gives some examples of their use for the analysis of student motivation. The theory of self-determination in its expanded version proved to be more productive when studying and explaining the motivation of students due to the existence of a well-developed typology of reasons that motivate the learning activity, universal needs, and the levels of functioning of motivation. At the same time, the theories under consideration are essentially complementary, since they focus on different aspects of the educational motivation: the theory of target orientations focuses on the goals of students' participation in educational activities, while the hierarchical theory of self-determination refers to the analysis of the reasons for involvement in the learning process. The study of motivation occupies an important place in the studies of education, since it allows to explain the behavior of students in educational institutions. Empirical studies have shown that the level of educational motivation is one of the key factors affecting the involvement of students in academic activities and their academic achievements. Motivation is defined through the behavior exercised by the individual, considering it as a source and regulator of activity. The outcome of the article can be of interest both for humanities and arts as well as for science teachers and researchers. The authors see the advantage of hierarchical theory of self-determination that explains the dynamics and genesis of various types of motivation through the isolation of its three levels - situational, contextual and global. The choice of the theoretical framework of the research depends on what aspects of the learning motivation are to be studied.

Motivation and Its Theoretical Insight

EDULEARN18 Proceedings, 2018

In this article the authors introduce the development of a hierarchical theory of self-determination and the theory of target orientations, showing their explanatory potential on to motivate students. The article presents the theoretical provisions of different approaches, and gives some examples of their use for the analysis of student motivation. The theory of self-determination in its expanded version proved to be more productive when studying and explaining the motivation of students due to the existence of a well-developed typology of reasons that motivate the learning activity, universal needs, and the levels of functioning of motivation. At the same time, the theories under consideration are essentially complementary, since they focus on different aspects of the educational motivation: the theory of target orientations focuses on the goals of students' participation in educational activities, while the hierarchical theory of self-determination refers to the analysis of the reasons for involvement in the learning process. The study of motivation occupies an important place in the studies of education, since it allows to explain the behaviour of students in educational institutions. Empirical studies have shown that the level of educational motivation is one of the key factors affecting the involvement of students in academic activities and their academic achievements Motivation is defined through the behaviour exercised by the individual, considering it as a source and regulator of activity. The outcome of the article can be of interest both for humanities and arts as well as for science teachers and researchers. The authors see the advantage of hierarchical theory of self-determination that explains the dynamics and genesis of various types of motivation through the isolation of its three levels-situational, contextual and global. The choice of the theoretical framework of the research depends on what aspects of the learning motivation are to be studied.

Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions

Contemporary educational psychology, 2000

Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed.

Blending Intrinsic and Extrinsic Motivation

Creating Change to Improve Science and Mathematics Education, 2020

's education system regards students' motivation, both intrinsic and extrinsic, as the engine for students to navigate throughout their entire learning process. A professor at a Hong Kong university noted that Hong Kong schools take careful notice of students' interests and motivation, as they are "important factors in rendering students' effective learning". The authors, however, believe that the construct of motivation must be examined in its corresponding cultural contexts and social settings. It has been established through multiple international comparisons that Chinese and other Asian groups from the Confucian heritage exhibit higher academic performance than their Western counterparts. However, the economic explanation often used to explain differences in academic performance among Western students clearly does not explain the higher performance for Chinese students, both at the national and family levels. Despite the fact that some Chinese have fewer economic resources, they still devote tremendous efforts to climb up the social ladder by studying. Hence, sociocultural and motivational factors have drawn interest among scholars (Hau & Ho, 2010). First, it is common for Chinese students and their families to value high academic performance. Second, internationalized values and beliefs related to school accounts for success among these students more than merely personal interest. Extrinsic motivation and intrinsic motivation tend to occur simultaneously. Future research needs to move beyond the intrinsic versus extrinsic dichotomy in order to understand motivation within the Chinese cultural context. As discussed in Chap. 5, Chinese students do not tend to have overly high perceptions of their competence. Nevertheless, low competence perceptions may contribute positively to achievement, when their determination to succeed is high. 6.1 Debate on Intrinsic and Extrinsic Motivation Motivation derived its meaning from the Latin word movere, which means "to move". A person with motivation acts toward an end that he or she projects as a satisfying

the dynamics of intrinsic and extrinsic motivations

7654322222, 2020

Intrinsic goals are goals that are motivated by one's inner self, mainly for self-improvement and fulfillment. People pursuing an intrinsic goal strive towards meaningful social connections and improved personal well-being. Similarly, I do engage in such activities, including journaling, for fulfillment, aligning with many different theoretical principles such as self-actualization and self-accomplishment. Some of these principles are outlined in various theories, including Abraham's Maslow theory, Carl Roger's theory, and Seligman's PERMA model. Intrinsic journaling concepts resonate with the principles outlined in these theories since they all emphasize personal growth and fulfillment more. Journaling activities provide a space for self-expression, which promotes independence. Extrinsic goals, on the other hand, are heavily influenced by external factors. For instance, an individual may focus on attaining a higher GPA in school so that they can be recognized and rewarded for their outstanding performance. Such achievements are also associated with higher self-esteem and societal praise, resonating with principles outlined by Abraham Maslow's hierarchy theory of needs. People pursuing extrinsic goals, such as attaining a higher GPA, ignore the joy that comes from a learning experience. Over-reliance on extrinsic rewards promotes unethical behaviors when people pursue them and focus on how to reward and forget the primary goals they need to attain. Reflective journaling helps in coping with such stress, hence emotional balance, in my case. My reflection paper seeks to explore the dynamics of intrinsic and extrinsic motivations in my life based on different theories focusing on their impacts on personal well-being and academic pursuits.

Differences and Relationships in the Academic Intrinsic and Extrinsic Motivation of Students

College of Business, JBLFMU-Molo Multidisciplinary Journal, 2017

As motivation plays a significant role in one’s completion of certain task in general, so as motivation is essential to students in performing academic tasks in particular. This study aimed to further the investigations about the academic intrinsic and extrinsic motivation of students. Specifically, this study aimed to answer the following questions: 1) what is the reliability of the inventory as used in this study?; 2) are there significant relationships between the overall intrinsic motivation and its every factor, and between the intrinsic motivation factors?; 3) is there a significant difference among the overall intrinsic motivation and its factors?; 4) are there significant relationships between the overall extrinsic motivation and its every factor, and between one extrinsic motivation factor and every other extrinsic motivation factor?; 5) is there a significant difference among the overall extrinsic motivation and its factors?; 6) is there a significant relationship between the overall intrinsic and overall extrinsic motivation of students?; and 7) is there a significant difference between the intrinsic and extrinsic motivation of students? This study adopted the proposed Academic Intrinsic Motivation Questionnaire of Regina Shia in her study, entitle “Assessing Academic Intrinsic Motivation: A Look at Student”. The inventory is made up of six factors. Two are considered intrinsic motivation factors, namely: mastery goals and the need for achievement. While, four are considered extrinsic motivation factors, namely: authority expectations (family and professor), peer acceptance, power motivations, and fear of failure. A sample of 120 was taken from the students of the Bachelor of Science in Cruise Management at John B. Lacson Foundation Maritime University-Molo, Inc. enrolled during the first semester of academic year 2014-2015. Non-proportionate stratified random sampling method, stratified according to year level and sex, was employed in this study. This study revealed the following: significant relationship exists but no significant difference was found among the overall intrinsic motivation and its factors; significant relationship exists and significant difference was found among the overall extrinsic motivation and its factors; and significant relationship exists and significant difference was found between the overall intrinsic and overall extrinsic motivation of the students. On one hand, the overall intrinsic motivation and its factors are directly related among each other and they are of the same value. On the other hand, the overall extrinsic motivation and its factors are directly related among each other, but they are of different values. There are factors found to be higher than some. Furthermore, direct relationship was found between the overall intrinsic and overall extrinsic motivation of students but they are of different values. The overall intrinsic motivation of students is higher than their overall extrinsic motivation; hence, students are intrinsically motivated rather than extrinsically motivated.

Self-perception of intrinsic and extrinsic motivation

Journal of Personality and Social Psychology, 1975

Self-perception theory predicts that intrinsic and extrinsic motivation do not combine additively but rather interact. To test this predicted interaction, intrinsic and extrinsic motivation were both manipulated as independent variables. The results revealed a significant interaction for task satisfaction and a trend for the interaction on a behavioral measure. These results are discussed in terms of a general approach to the self-perception of motivation. Research on motivation has frequently drawn a distinction between intrinsic and extrinsic motivation (e.g., Atkinson, 1964; Hunt, 196S; Koch, 1956; Young, 1961). If a situation contains a specific goal which provides satisfaction independent of the actual activity itself, behavior is said to be extrinsically motivated. On the other hand, if the activity is valued for its own sake and appears to be self-sustained, behavior is said to be intrinsically motivated (Young, 1961, p. 171). Although this distinction is conceptually appealing, it raises difficult questions. There are two major problems confronting the account of any behavior in terms of intrinsic and extrinsic motivation (Gofer & Appley, 1967). The most serious problem is that the phenomenon is merely named, not explained. Labeling a behavior as intrinsically motivated begs the question of the theoretical nature of the process through which the behavior has become a motive. The second problem is that there are other theories which might plausibly explain the phenomenon. No doubt the most common alternative explanation involves secondary reinforcement. Secondary reinforcement refers to a process by which an originally neutral stimulus acquires reinforcing properties through its association with a primary reinforcer. In these terms, an intrinsically motivated activ-The authors wish to thank James Grigg and Ramamoorthi Narayan for their assistance in this study. Support for the study was provided by the University of Illinois Graduate Research Board. The order of this authorship is alphabetical. Requests for reprints should be sent to Barry M. Staw, Organizational Behavior Program, 104 Commerce West,