This document discusses the varying reasons students put effort into their studies, highlighting the influence of discipline, year of study, and gender on student engagement. It references research showing distinct patterns in motivation, such as vocational engagement among fine arts and education students, and notable differences in engagement levels across genders. The findings challenge the assumption that motivational differences are solely individual.

1. THE DIFFERENCES IN STUDENT’S
REASONS FOR PUTTING EFFORT INTO
THEIR STUDY
Brian P. Godor, Ed.D
Learning and Innovation Centre

2. Student Engagement
• Alexander Astin and Student Involvement
“the amount of physical and psychological
energy that the student devotes to the
academic experience”
• The benefits for students’ engaging in their
studies is well known
• But WHY… that is less known

3. Across disciplines
Vocational Engagement
– “Future Career Orientation”
– “Practice Based”
12.1% Fine arts students
Financial Management 33.8%
Education students 38.4%

4. Across years of study

5. Across Gender
• “Practice based”
Men = 19.1%; women = 16.7%
• “Teacher and support”
Men = 10.4%; women = 12.9%
(χ²= 10.57, df = 3, p =.014)

6. Student Engagement
• Often it is thought that students are generally
the same and that motivation for studying
differs, but that those differences are solely due
to individual reasons.
• This research shows that there are certain
patterns in student engagement that are
significantly different among disciplines, year of
study and gender.