MOTIVATION FOR TRADITIONAL STUDY AND E-LEARNING OF DESIRED AND UNDESIRED SPECIALTIES
Objectives. It is important to establish if motivation for studying a desired specialty is more long-lasting, stimulating e-learning and job-related performance than motivation for studying an undesired specialty. It may be expected that studying the desired specialty would be related to greater mot...
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| Format: | Article |
| Language: | English |
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“Francisc I. Rainer” Anthropology Institute of the Romanian Academy.
2020-08-01
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| Series: | Anthropological Researches and Studies |
| Subjects: | |
| Online Access: | https://www.journalstudiesanthropology.ro/en/motivation-for-traditional-study-and-e-learning-of-desired-and-undesired-specialties/a151/ |
| _version_ | 1819262853736038400 |
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| author | Lambri YOVKOV |
| author_facet | Lambri YOVKOV |
| author_sort | Lambri YOVKOV |
| collection | DOAJ |
| description | Objectives. It is important to establish if motivation for studying a desired specialty is more long-lasting, stimulating e-learning and job-related performance than motivation for studying an undesired specialty. It may be expected that studying the desired specialty would be related to greater motivation for acquiring the necessary knowledge and skills using diverse sources of information, including online learning, in order to correspond to the job requirements.
Material and methods. A survey was conducted in 2017 among 156 Bulgarian students who were asked about their behaviour, feelings and intents related to learning their specialty based on some items from two self-report questionnaires measuring academic motivation and adaptation to university environment.
Results. Less proportion of students who wanted to study their specialty before being enrolled at the university preferred to change the specialty (p < .001), were not satisfied with their exam results (p < .05), thought of giving up their studies (p < .01), felt unpleasant when they learned (p < .05), and did not regularly search for additional material on the Internet (p < .001) than the students who did not want to study their specialty before being enrolled at the university.
Conclusions. Studying the desired specialty was related to greater motivation for acquiring the necessary knowledge and skills using diverse sources of information, including online learning. E-learning may complement traditional learning related to a chosen vocational field. |
| first_indexed | 2024-12-23T20:04:18Z |
| format | Article |
| id | doaj.art-65422cadfc554971b3e85c974a7c785b |
| institution | Directory Open Access Journal |
| issn | 2360-3445 2360-3445 |
| language | English |
| last_indexed | 2024-12-23T20:04:18Z |
| publishDate | 2020-08-01 |
| publisher | “Francisc I. Rainer” Anthropology Institute of the Romanian Academy. |
| record_format | Article |
| series | Anthropological Researches and Studies |
| spelling | doaj.art-65422cadfc554971b3e85c974a7c785b2022-12-21T17:32:59Zeng“Francisc I. Rainer” Anthropology Institute of the Romanian Academy.Anthropological Researches and Studies2360-34452360-34452020-08-0110112212810.26758/10.1.13MOTIVATION FOR TRADITIONAL STUDY AND E-LEARNING OF DESIRED AND UNDESIRED SPECIALTIESLambri YOVKOV0Plovdiv University Paisii Hilendarski, BulgariaObjectives. It is important to establish if motivation for studying a desired specialty is more long-lasting, stimulating e-learning and job-related performance than motivation for studying an undesired specialty. It may be expected that studying the desired specialty would be related to greater motivation for acquiring the necessary knowledge and skills using diverse sources of information, including online learning, in order to correspond to the job requirements. Material and methods. A survey was conducted in 2017 among 156 Bulgarian students who were asked about their behaviour, feelings and intents related to learning their specialty based on some items from two self-report questionnaires measuring academic motivation and adaptation to university environment. Results. Less proportion of students who wanted to study their specialty before being enrolled at the university preferred to change the specialty (p < .001), were not satisfied with their exam results (p < .05), thought of giving up their studies (p < .01), felt unpleasant when they learned (p < .05), and did not regularly search for additional material on the Internet (p < .001) than the students who did not want to study their specialty before being enrolled at the university. Conclusions. Studying the desired specialty was related to greater motivation for acquiring the necessary knowledge and skills using diverse sources of information, including online learning. E-learning may complement traditional learning related to a chosen vocational field.https://www.journalstudiesanthropology.ro/en/motivation-for-traditional-study-and-e-learning-of-desired-and-undesired-specialties/a151/learningmotivationoccupationstudentsspecialty |
| spellingShingle | Lambri YOVKOV MOTIVATION FOR TRADITIONAL STUDY AND E-LEARNING OF DESIRED AND UNDESIRED SPECIALTIES Anthropological Researches and Studies learning motivation occupation students specialty |
| title | MOTIVATION FOR TRADITIONAL STUDY AND E-LEARNING OF DESIRED AND UNDESIRED SPECIALTIES |
| title_full | MOTIVATION FOR TRADITIONAL STUDY AND E-LEARNING OF DESIRED AND UNDESIRED SPECIALTIES |
| title_fullStr | MOTIVATION FOR TRADITIONAL STUDY AND E-LEARNING OF DESIRED AND UNDESIRED SPECIALTIES |
| title_full_unstemmed | MOTIVATION FOR TRADITIONAL STUDY AND E-LEARNING OF DESIRED AND UNDESIRED SPECIALTIES |
| title_short | MOTIVATION FOR TRADITIONAL STUDY AND E-LEARNING OF DESIRED AND UNDESIRED SPECIALTIES |
| title_sort | motivation for traditional study and e learning of desired and undesired specialties |
| topic | learning motivation occupation students specialty |
| url | https://www.journalstudiesanthropology.ro/en/motivation-for-traditional-study-and-e-learning-of-desired-and-undesired-specialties/a151/ |
| work_keys_str_mv | AT lambriyovkov motivationfortraditionalstudyandelearningofdesiredandundesiredspecialties |