Ask a question from expert

Ask now

The Role of Motivation in University Education

3 Pages1017 Words136 Views

Added on  2019-09-19

About This Document

This article discusses the different types of motivation and their impact on academic performance. It highlights the importance of intrinsic motivation and self-determined types of extrinsic motivation in improving educational outcomes. The study aims to explore the correlation between motivational orientations and performance in a tertiary educational background, with a focus on the influence of perceived peer climate on self-motivation and well-being among students in higher education.

The Role of Motivation in University Education

   Added on 2019-09-19

BookmarkShareRelated Documents
Studies reveal that motivation bears a positive influence on the academic performance of students. Motivation has been shown the positive influence of a study strategy, academic performance, and well-being in students in domains of education Individuals can have intrinsic motivation, extrinsic motivation or, amotivation (Deci & Ryan, 1985;1991). Intrinsically motivated individuals perform an activity for attainment of self-satisfaction whereas extrinsically motivated individuals perform to escape defamation or, attainment of rewards. Amotivated individuals performs activities which are unintended and uncontrolled. They suggest different types of extrinsically motivation behaviours that controlled along a range between amotivation and intrinsic motivation, and varying in the extentto which they are self-determined; form lower to higher they are, external regulation, introjection, and identification. External regulation refers to behaviour that are perceived as non-autonomous, that is determined merely by external forces rather that individuals. Introjected regulation refers to activities that are partly internalized through past external contingencies but not in a truly self-determined way, while identified regulation refers to behaviour that are judged as important for the individual, and perceived as autonomous and chosen by themselves. These studies suggest that extrinsically motivated behaviors, in general, are associated with impaired learning, poorer performance, and educational outcomes (e.g., Benware & Deci, 1984; Grolnick & Ryan, 1987). However, more recent research assessing motivational orientations in a multidimensional fashion (e.g., Academic Motivation Scale; Vallerand, Pelletier, Blais, Briere, Senecal, & Vallieres, 1992) suggests that the link between extrinsic motivation and educational outcomes is complex and depends on the type of extrinsically motivated behaviors assessed (Vallerand & Bissonnette, 1992; Vallerand, Blais, Briere, & Pelletier, 1989; Vallerand
The Role of Motivation in University Education_1

End of preview

Want to access all the pages? Upload your documents or become a member.

Related Documents
Self-motivation and Well-being in Higher Education

Self-motivation in Higher Education

Motivation and Academic Performance in Tertiary Education

The present study is supportive of our hypothesis.

The present study reveals that intrinsically motivated studying

The study partly has supported our hypothesis, the results