Relationship between students’ motivation and their socio-demographic characteristics
This article presents the results of research on the relationship between indicators of intrinsic and extrinsic motivation in students attending higher education institutions, and their socio-demographic characteristics: the type of upper secondary education completed, secondary education grade poi...
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| Format: | Article |
| Language: | deu |
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University of Ljubljana Press (Založba Univerze v Ljubljani)
2014-12-01
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| Series: | Linguistica |
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| Online Access: | https://journals.uni-lj.si/linguistica/article/view/2605 |
| _version_ | 1797949322310975488 |
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| author | Vesna Cigan |
| author_facet | Vesna Cigan |
| author_sort | Vesna Cigan |
| collection | DOAJ |
| description |
This article presents the results of research on the relationship between indicators of intrinsic and extrinsic motivation in students attending higher education institutions, and their socio-demographic characteristics: the type of upper secondary education completed, secondary education grade point average, year of study, gender, and parents’ education.
The research was conducted in March 2012, through a survey questionnaire administered to a sample of 604 respondents. The questionnaire examined, among other things, students’ motivation for learning, self-assessment of motivation for learning English and further professional development, and self-assessment of overall satisfaction with the study programme.
According to the self-determination theory developed by Deci and Ryan (2000), intrinsic and extrinsic motivation are essential for undertaking any activity, including learning. As a social agent, each individual interacts with different social groups in an action-oriented set of circumstances, and develops his/her personality (CEFR). Social contexts that catalyse intrapersonal and interpersonal differences also have a significant influence on motivation. Gardner’s theory of motivation emphasizes the importance of social components and the extrinsic nature of instrumental and integrative orientation. Instrumental-integrative dichotomy was further developed by Dörnyei (1994: 279), who introduced a motivational framework consisting of three levels: the language level, the learner level and the learning situation level.
Survey results show that the respondents are generally highly-motivated to learn, and that intrinsic motivation is predominant. Statistically significant differences were found between gender, secondary education grade point average, and year of study and the type and intensity of motivation, whereas the type of upper secondary education completed, and parents’ education, were not found to be statistically significantly correlated with the examined concepts.
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| first_indexed | 2024-04-10T21:57:44Z |
| format | Article |
| id | doaj.art-848e69350eb44023b51d9feff5249016 |
| institution | Directory Open Access Journal |
| issn | 0024-3922 2350-420X |
| language | deu |
| last_indexed | 2024-04-10T21:57:44Z |
| publishDate | 2014-12-01 |
| publisher | University of Ljubljana Press (Založba Univerze v Ljubljani) |
| record_format | Article |
| series | Linguistica |
| spelling | doaj.art-848e69350eb44023b51d9feff52490162023-01-18T09:50:06ZdeuUniversity of Ljubljana Press (Založba Univerze v Ljubljani)Linguistica0024-39222350-420X2014-12-0154110.4312/linguistica.54.1.11-30Relationship between students’ motivation and their socio-demographic characteristicsVesna Cigan0Visoko učilište Effectus, visoka škola za financije i pravo, Zagreb This article presents the results of research on the relationship between indicators of intrinsic and extrinsic motivation in students attending higher education institutions, and their socio-demographic characteristics: the type of upper secondary education completed, secondary education grade point average, year of study, gender, and parents’ education. The research was conducted in March 2012, through a survey questionnaire administered to a sample of 604 respondents. The questionnaire examined, among other things, students’ motivation for learning, self-assessment of motivation for learning English and further professional development, and self-assessment of overall satisfaction with the study programme. According to the self-determination theory developed by Deci and Ryan (2000), intrinsic and extrinsic motivation are essential for undertaking any activity, including learning. As a social agent, each individual interacts with different social groups in an action-oriented set of circumstances, and develops his/her personality (CEFR). Social contexts that catalyse intrapersonal and interpersonal differences also have a significant influence on motivation. Gardner’s theory of motivation emphasizes the importance of social components and the extrinsic nature of instrumental and integrative orientation. Instrumental-integrative dichotomy was further developed by Dörnyei (1994: 279), who introduced a motivational framework consisting of three levels: the language level, the learner level and the learning situation level. Survey results show that the respondents are generally highly-motivated to learn, and that intrinsic motivation is predominant. Statistically significant differences were found between gender, secondary education grade point average, and year of study and the type and intensity of motivation, whereas the type of upper secondary education completed, and parents’ education, were not found to be statistically significantly correlated with the examined concepts. https://journals.uni-lj.si/linguistica/article/view/2605intrinsic and extrinsic motivationsatisfaction with the study programmelearning Englishprofessional development |
| spellingShingle | Vesna Cigan Relationship between students’ motivation and their socio-demographic characteristics Linguistica intrinsic and extrinsic motivation satisfaction with the study programme learning English professional development |
| title | Relationship between students’ motivation and their socio-demographic characteristics |
| title_full | Relationship between students’ motivation and their socio-demographic characteristics |
| title_fullStr | Relationship between students’ motivation and their socio-demographic characteristics |
| title_full_unstemmed | Relationship between students’ motivation and their socio-demographic characteristics |
| title_short | Relationship between students’ motivation and their socio-demographic characteristics |
| title_sort | relationship between students motivation and their socio demographic characteristics |
| topic | intrinsic and extrinsic motivation satisfaction with the study programme learning English professional development |
| url | https://journals.uni-lj.si/linguistica/article/view/2605 |
| work_keys_str_mv | AT vesnacigan relationshipbetweenstudentsmotivationandtheirsociodemographiccharacteristics |