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Motivational differences between full time and part-time students
 

Motivational differences between full time and part-time students

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Motivational differences between full time and part-time students

Motivational differences between full time and part-time students

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    Motivational differences between full time and part-time students Motivational differences between full time and part-time students Presentation Transcript

    • motivational differences between full-time and part-time students
      Oliver Buček, prof.
    • The self-determination theory
      Within the one-dimensional comprehension of motivation we can detect antagonistic distinction between intrinsic and extrinsic motivation, which are presumed to have a negative connection. (Deci 1971.)
      Intrinsic motivation, as already the name suggests, originates from individual’s inner self.
      Extrinsic motivation is describing the instrumental execution of a task due to an external reason. (Deci 1971.)
    • dimensions of motivation
      The self-determination theory predicts three dimensions of motivation:
      intrinsic motivation,
      extrinsic motivation,
      amotivation (lack of motivation). (Deci in Ryan 1985.)
    • three forms of intrinsic motivation
      We know three forms of intrinsic motivation:
      inquisitiveness (the desire for knowledge),
      achievements (the desire for success),
      experiencing stimulation (the desire to experience stimulative feelings). (Deci in Ryan 1985, Vallerandandother1992.)
    • three forms of extrinsic motivation
      The theory of self-determination knows three forms of extrinsic motivation:
      extrinsic motivation – externally regulated
      extrinsic motivation – interjectorilyregulated and
      extrinsic motivation – identifyingly regulated. (Deci in Ryan 1985.)
    • Amotivation
      The theory of self-determination does not include it in motivated behavior, because it lacks intention. (Deci, Koestner, Ryan 1999.)
    • Research among students of Slovene universities
      Oliver Buček, prof.
    • The purpose and object of the research
      The purpose of the research was to estimatemotivational orientationbetween full-time and par-time students.
      This research will answer these question:
      are there statistically significant differences regarding intrinsic and extrinsic motivation and amotivation
    • Sample description
      The number of full-time and part-time students
    • Gender
    • Placewherestudentlive
    • Motivational orientation
      We asked the students why they decided to study. We had a 5-level grading chart for answers, where value 1 meant “is doesn’t apply to me” and value 5 “it applies to me completely”
    • intrinsic motivation - inquisiteveness
      The data shows part-time students are more intrinsically motivated.
      The data confirms that part-time students (x = 86,14) more than full-time students (x = 64,47) decide to study because they want to expand knowledge in areas that interest them, which confirms also the result of Mann-Whitney’s U test (Mann-Whitney U = 844,00, 2P = 0,013).
    • intrinsic motivation - achievements
      Table 5 shows full-time students are more intrinsically motivated to reach achievements, because of focus on the process, not the result.
      Despite that, we notice a tendency (Mann-Whitney U = 914,50, 2P = 0,077), which shows that more full-time students (x = 68,03) than part-time (x = 53,07) decide to study because of the pleasure they feel while solving hard and difficult tasks.
    • intrinsic motivation – experiencingstimulation
      Table 6 shows there are no statistically important differences between full-time and part-time students in intrinsic motivation – perception of stimulation. Both are equally involved in activities, because they find them fun, exciting and pleasant.
    • extrinsic motivation – identifiedregulation
      The data confirms that part-time students (x = 84,23) more than full-time students (x = 63,59) decide to study, because they believe that the education will enable them entrance into the work market, which they are interested in, which is also confirmed by the results of the Mann-Whitney’s U test (Mann-Whitney U = 842,00, 2P = 0,016).
    • extrinsic motivation – interjectedregulation
      The data confirms full-time students (x = 70,36) more than part-time students (x = 52,10) decide to study mostly because of the fact, that they feel more important when they are successful in school, which is also confirmed by the results of the Mann-Whitney’s U test (Mann-Whitney U = 863,00, 2P = 0,042).
      We have noticed a strong tendency (Mann-Whitney U = 900,50, 2P = 0,066), which shows that more full-time than part-time students decide to study, because they want to prove themselves that they are intelligent, but the Man-Whitney’s U test did not show any statistically significant characteristics.
    • extrinsic motivation – externalregulation
      The data shows part-time students are more extrinsically motivated – externally regulated due to the possibility to gain certain benefits (better work place, better living conditions and better salary), but the Man-Whitney’s U test did not show any statistically significant characteristics.
      We have also noticed a weak tendency (Mann-Whitney U = 1047,00, 2P = 0,091), which shows that full-time students, more than part-time, decide for a study because they know that only higher education will help them find well paid jobs, but the Man-Whitney’s U test did not show any statistically significant characteristics.
    • amotivation
      The data shows full-time students are more amotivated than part-time, but the Mann-Whitney’s U test did not show any statistically significant characteristics.
    • Conclusion
      Both show similar levels of intrinsic motivation - feeling stimulation (pleasure, feeling convenience at study) and amotivation(indifference, loss of sense).
      In all other forms of motivation, there are differences which are worth mentioning:
    • Conclusion
      Full-timestudentsshow on the one hand, a higher level of intrinsic motivation - inquisitiveness(satisfaction in solving difficult tasks, achieving excellent results) and other extrinsic motivation - interjected regulation(certification, beyond ourselves to academic performance)
    • Conclusion
      Part-time students have on the one hand, higher intrinsic motivation - inquisitiveness (satisfaction with the deepening and spread of knowledge) and the other higher extrinsic motivation - identified regulation (the value of education in the labor market) and external control (the desire for high-paying jobs, better life )
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