The document summarizes research on motivational differences between full-time and part-time university students in Slovenia. It finds that part-time students are more intrinsically motivated by inquisitiveness and identifying regulation, while full-time students are more intrinsically motivated by achievements and interjected regulation. Both groups show similar levels of intrinsic motivation from stimulation and amotivation. The research concludes that full-time students have higher intrinsic motivation from challenges and linking success to self-worth, while part-time students are more motivated by expanding knowledge and its career benefits.

1. motivational differences between full-time and part-time students Oliver Buček, prof.

2. 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.)

3. dimensions of motivation The self-determination theory predicts three dimensions of motivation: intrinsic motivation, extrinsic motivation, amotivation (lack of motivation). (Deci in Ryan 1985.)

4. 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.)

5. 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.)

6. Amotivation The theory of self-determination does not include it in motivated behavior, because it lacks intention. (Deci, Koestner, Ryan 1999.)

7. Research among students of Slovene universities Oliver Buček, prof.

8. 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

9. Sample description The number of full-time and part-time students

10. Gender

11. Placewherestudentlive

12. 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”

13. 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).

14. 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.

15. 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.

16. 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).

17. 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.

18. 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.

19. 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.

20. 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:

21. 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)

22. 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 )

23. VOX webconferences

24. Valour is conducted in three stages:1st elementary school-level2nd level - inter-school festival3rd rate - state finals

25. OBJECTIVES AND SCOPE The aim of these activities is to encourage thecreativity of each individual to develop distinguishing rhythmic music and expression and allow a better understanding of music at large. It is a creative way of working which enables all the individual freedom of expression. The ultimate goal is to engage all participants according to their abilities