The present study reveals that intrinsically motivated studying

Added on -2019-09-19

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The present study reveals that intrinsically motivated studying leads to lower scores for perceived 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 with higher stress levels, weaker psychological adjustment to university life, in sync with previous studies that have established link between amotivation and lower perception of competence, lower attentiveness (Vallerand et al., 1989) and low self-esteem (Peterson & Seligman, 1984). The results obtained in the present study are supportive of preceding investigations in educational backgrounds (Vallerand & Bissonnette, 1992; Vallerand et al., 1992, 1997), that self initiated motivation yields positive consequences. The learners in the current study are more amotivation in contrast to earlier studies on Canadian learners (Vallerand et al., 1992). According to the cognitive evaluation theory, the intensity of autonomy influences motivation (Deci & Ryan, 1985, 1991; Ryan & Deci, 2000a & b). Students who receive the support of their guardians and instructors to autonomously choose their career, develop higher levels of intrinsic motivation thereby lowering drop outs in high school (Vallerand et al., 1997). Socio contexual 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 the present study was conducted increased amotivational behaviors and resulted in poor outcomes. Finally, sex and entrance qualifications are responsible for a significant level of variation in the scholastic scores. The result that students with higher entrance qualifications attained superior marks in the university courseis supportive of earlier results that scores in secondary school and on college entrance examinations 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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