The present study reveals that intrinsically motivated studying

Added on - 19 Sep 2019

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The present study reveals that intrinsically motivated studying leads to lower scores forperceived stress though it is not indicative of better psychological tuning to university life or,higher orders of noticeable well being. Amotivation has been found to be associated withhigher stress levels, weaker psychological adjustment to university life, in sync withprevious studies that have established link between amotivation and lower perception ofcompetence, lower attentiveness (Vallerand et al., 1989) and low self-esteem (Peterson &Seligman, 1984). The results obtained in the present study are supportive of precedinginvestigations in educational backgrounds (Vallerand & Bissonnette, 1992; Vallerand et al.,1992, 1997), that self initiated motivation yields positive consequences. The learners in thecurrent study are more amotivation in contrast to earlier studies on Canadian learners(Vallerand et al., 1992). According to the cognitive evaluation theory, the intensity ofautonomy influences motivation (Deci & Ryan, 1985, 1991; Ryan & Deci, 2000a & b).Students who receive the support of their guardians and instructors to autonomouslychoose their career, develop higher levels of intrinsic motivation thereby lowering drop outsin high school (Vallerand et al., 1997). Socio contexual events such as usage of extrinsicincentives like marks (Grolnick & Ryan, 1987) as is relevant in British university system,lowers the sense of autonomy and hence, lowers intrinsic motivation. Hence, the generaluniversity climate where the present study was conducted increased amotivationalbehaviors and resulted in poor outcomes. Finally, sex and entrance qualifications areresponsible for a significant level of variation in the scholastic scores. The result thatstudents with higher entrance qualifications attained superior marks in the university courseis supportive of earlier results that scores in secondary school and on college entranceexaminations are the finest indicators of the level of scholastic achievement in university(e.g., Allen, 1999). Females in the current study were more extrinsically motivated than theirmale counterparts. The limitations include usage of self-reported measures, inability to
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