Background: Students experiencing academic stress undergo mental distress in anticipation of academic challenges and academic failure, which eventually impacts their studies, interpersonal ...relationships, and overall well-being therefore academic motivation is essential to continue their studies. Objective: I. To assess the Sociodemographic profile of paramedical students. II. To find correlation between the academic motivation, academic stress, self-efficacy, social support of paramedical students. Methodology: A cross sectional study was conducted over period of 3months after complete enumeration of Paramedical students of Veer Chandra Singh Garhwali Government Institute Of Medical Science & Research, Uttarakhand. Prestructured validated questionnaire of Academic Motivation Scale (ASM- C28) with Cronbachs alpha 0.92, General Self - Efficacy Scale(GSE) with Cronbachs alpha 0.9, Multidimensional Scale of Perceived Social Support(MSPSS) with Cronbachs alpha 0.9 in addition to adapted questions of academic stress was used. Results: 46% of students agree that college education helps them prepare a better career.58% of students feels academic stress while studying Conclusion: Most of the students are academically motivated.
•Bifactor-ESEM is used to test self-determination theory’s continuum hypothesis.•The continuum structure of academic motivation was supported in two samples.•Both global self-determination and ...specific motivations predicted relevant outcomes.•Bifactor-ESEM disaggregates global and specific motivations.•It may represent an alternative to computed scores and higher-order representations.
Self-determination theory postulates various types of motivation can be placed on a continuum according to their level of relative autonomy, or self-determination. We analyze this question through the application of a bifactor-ESEM framework to the Academic Motivation Scale, completed by undergraduate (N=547; Study 1) and graduate (N=571; Study 2) students. In both studies, the results showed that bifactor-ESEM was well-suited to modeling the continuum of academic motivation, and provided a simultaneous assessment of the global level of self-determination and of the specific motivation factors. Global academic self-determination positively predicted satisfaction with studies and vitality. It also negatively predicted dropout intentions and ill-being. Specific motivation types additionally predicted outcomes over and above the global factor.
The present study examined the convergent validity between two frequently used achievement goal instruments: Patterns of Adaptive Learning Scales (PALS) and the Achievement Goal Questionnaire 3 × 2 ...(AGQ 3 × 2). Confirmatory factor analysis and structural equation models tested for relationships both within and across the scales in a sample of undergraduate students (N = 363). Main findings suggested that the PALS and AGQ 3 × 2 had stronger relationships within their respective instruments then between the scales. The PALS and AGQ 3 × 2 instruments had some similarities between mastery goals, but relationships between the performance goals of these two instruments were weaker or uncorrelated. These findings suggest/highlight the ongoing disparities in the measurement of achievement goal theory. Future research should consider that the PALS and AGQ 3 × 2 goal instrumently likely measure different theoretical constructs.
•Possible links between FoMO, social media engagement, and three motivational constructs were examined.•A new scale was designed to measure the extent to which students used social media tools in the ...classroom.•The links between social media engagement and motivational factors were mediated by FoMO.
The concerns about the consequences of mental problems related to use of social media among university students have recently raised consciousness about a relatively new phenomenon termed Fear of Missing Out (FoMO). Drawing on the self-determination theory and on the assumption that low levels of basic need satisfaction may relate to FoMO and social media engagement, the aim of the present research was to examine for the first time possible links between FoMO, social media engagement, and three motivational constructs: Intrinsic, extrinsic and amotivation for learning. Data were gathered from 296 undergraduate students by using the following scales: Social Media Engagement (SME), Fear of Missing Out (FoMOs) and Academic Motivation. The SME is a new scale, specifically designed for this study to measure the extent to which students used social media in the classroom. This scale includes three categories: Social engagement, news information engagement and commercial information engagement. Path analysis results indicated that the positive links between social media engagement and two motivational factors: Extrinsic and amotivation for learning are more likely to be mediated by FoMO. Interpretation of these results, their congruence within the context of the theoretical frameworks and practical implications are discussed.
This study investigates the relationship between students’ perceptions regarding faculty support and their overall level of academic motivation. Other aspects like types of academic motivation ...(intrinsic and extrinsic motivation or amotivation) grounded in self-determination theory are also addressed. The findings indicate that there is a significant positive correlation between faculty support and the overall level of student’s academic motivation. At the same time, the results show that both psychological and functional support, as indicators of faculty support, have influence on different types of academic motivation. In this sense, faculty support has a moderate positive influence on student’sintrinsic academic motivation, respectively a moderate negative influence on academic amotivation. These results can be of interest for faculty decision makers. In other words, any educational policy or strategy adopted by faculty-level decision makers designed to help students improving their academic performance must include elements and activities related to providing support (at social, psychological, and functional level).
Students’ self-determined motivation (acting out of interest, curiosity, and abiding values) is associated with higher academic well-being, persistence, and achievement. Self-determination theory ...posits that self-determined motivation is dependent on the satisfaction of three psychological needs (relatedness, competence, and autonomy), which are in turn facilitated through need-supportive behaviors from notable others. In this meta-analysis, conducted over 144 studies and more than 79,000 students, we sought to overview pathways to student motivation in order to verify (1) how do psychological needs rank in the strength of their prediction of self-determined motivation and (2) which autonomy-support providers (parents or teachers) are the most relevant for psychological need satisfaction in students and self-determined motivation. Results show that teacher autonomy support predicts students’ need satisfaction and self-determined motivation more strongly than parental autonomy support. In addition, competence is the most positive predictor of self-determined motivation, followed by autonomy and then by relatedness.
Academic motivation is important to students' mental health and performance. One established measure is the Academic Motivation Scale (AMS), comprising 28 items. AMS assesses intrinsic motivation, ...extrinsic motivation, and amotivation, which are further categorised into seven subscales. One weakness of AMS is its length. In this study, we constructed and validated a short version of the 14-item Academic Motivation Scale (SAMS). Data from two university student samples were analysed to construct and validate the factorial structure. SAMS yielded adequate internal consistency, and very strong correlations with the original version of AMS in both samples. Confirmatory factor analysis on SAMS replicated the seven-factor model identified in the original AMS. SAMS can be a reliable and valid alternative to the original AMS.
The relevance of the study is due to the contradiction between the objective need for developing the academic motivation of Master students by means of research-oriented education and the ...insufficient development of the corresponding didactic conditions. The purpose of this paper is to identify the research-based learning potential in the development of Master students academic motivation and reasoning the didactic conditions promoting its effective implementation. In order to achieve it, the following tasks were solved: to reveal the essence of academic motivation and its features among Master’s students studying “Pedagogical science”; to promote theoretically and experimentally the didactic conditions for the effective implementation of the motivational potential of research-oriented learning. To identify the features of academic motivation, the methodology “Scale of Academic Motivation” was used.
Research results: the essence of academic motivation as a set of motives that are the reason for the conscious inclusion of a student in educational activities is revealed; the features of the academic motivation of Master students studying Pedagogical science were revealed (the conscious choice of the program of training by the vast majority of students; different students’ background – previous education, work experience, age, that determines the polymotivation of educational activity with the dominance of internal motivation). It is shown that the motivational potential of researchoriented teaching of students is associated with its main characteristics: the purpose, content, nature of studying and research activities, features of results evaluation. Didactic conditions were experimentally promoted that enhance the motivational potential of research-oriented learning (taking into account the characteristics and levels of development of the corresponding types of students’ motivation; creating real opportunities for free choice of research topics for Master students; using work in pairs as a form of organizing educational and research activities; using a complex of stimulating methods for evaluating the study results). Perspective paths for study of the students’ academic motivation are indicated.
This paper focuses on the relationship between the factors of self-regulation and academic motivation in adults who are in the education system. A number of 1711 respondents from four Eastern ...European countries participated in the research: Czech Republic, Slovakia, Poland and Serbia. Self-regulation and academic motivation have long been recognized as factors in successful learning; however there is relatively little research on these concepts in adults. Two instruments were used in the research: Academic Motivation Scale (AMS-28) and the Self- Regulation Questionnaire (SRQ-27), which were translated from English into four languages. The survey was conducted in electronic format during the first three months of 2022. The results show that the three factors of self-regulation: self-control, decision-making and goal orientation are in positive correlation. Significant positive relationships were established between the dimensions of academic motivation, where the factor of a-motivation is negatively related to the factors of intrinsic and extrinsic motivation. All three researched factors of self-regulation are related to different aspects of internal and external motivation, as well as a-motivation. The research confirmed that the instruments used can be significant tools for researching self-regulation and academic motivation, as important determinants of readiness to learn in adults.
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