The present study is supportive of our hypothesis.

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The present study is supportive of our hypothesis. It reveals that intrinsically motivatedstudying leads to lower scores for perceived stress though it is not indicative of betterpsychological tuning to university life or, higher orders of noticeable well being. Our studyhas been as per our predictions showing that amotivation leads to higher stress levels,weaker psychological adjustment to university life. This is in sync with previous studies thathave established link between amotivation and lower perception of competence, lowerattentiveness (Vallerand et al., 1989) and low self-esteem (Peterson & Seligman, 1984).The results obtained in our study are supportive of preceding investigations in educationalbackgrounds (Vallerand &Bissonnette, 1992; Vallerand et al., 1992, 1997), that self initiatedmotivation yields positive consequences. The learners in our study are more amotivated incontrast to earlier studies on Canadian learners (Vallerand et al., 1992). According to thecognitive evaluation theory, the intensity of autonomy influences motivation (Deci & Ryan,1985, 1991; Ryan & Deci, 2000a & b). Students who receive the support of their guardiansand instructors to autonomously choose their career, develop higher levels of intrinsicmotivation thereby lowering drop outs in high school (Vallerand et al., 1997).Socio contextual events such as usage of extrinsic incentives like marks (Grolnick& Ryan,1987) as is relevant in British university system, lowers the sense of autonomy and hence,lowers intrinsic motivation. Hence, the general university climate where our study wasconducted increased amotivational behaviours and resulted in poor outcomes.The hypothesis that sex and entrance qualifications are responsible for a significant level ofvariation in the scholastic scores, has been proved by our study that shows that studentswith higher entrance qualifications, attained superior marks in the university course. This is
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