学习的动力?中东欧商科学生学习动机的高级探索性研究

Z. Vitai, Mariann Benke
{"title":"学习的动力?中东欧商科学生学习动机的高级探索性研究","authors":"Z. Vitai, Mariann Benke","doi":"10.15170/mm.2021.55.02.03","DOIUrl":null,"url":null,"abstract":"THE AIM OF THE PAPER \nWe used self-determination theory to examine the motivation of business school students in Hungary. The research aimed to clarify whether extrinsic or intrinsic motivation or both dominates learning intentions among these students. Although student motivation to learn has been studying extensively, there is an absence of research evidence using this framework in Central-Eastern European higher education. Given the increasing prominence of the region in global geo-political and business affairs, this absence of understanding is important to correct. \nMETHODOLOGY \nOur questionnaire-based study shows a strong link between some forms of extrinsic motivation and intrinsic motivation, along with evidence for the coexistence of extrinsic and intrinsic motivators in the same person. We used a modified version of Vallerand et al. (1992-1993) motivation-survey the “Academic Motivation Scale AMSC-28”. We added 11 plus questions to the questionnaire. The empirical research was a confirmative study about self-determination theory. The methodology used was descriptive statistics, correspondence, and correlation analysis. The size of the sample was 471. The purpose of our study was to check if the theory of Deci and Ryan are valid on the students of a university in Central Europe. \nMOST IMPORTANT RESULTS \nThe purpose of our study was to check how the theory of Deci and Ryan applies to the students of a university in Central Europe. The results of the research highlight that the students could have both intrinsic and extrinsic motivation at the same time and intrinsic motivation is not the only type of motivation that could lead to good performance in learning and other activities.   \nRECOMMENDATIONS \nThe findings could help to evaluate currently used motivational strategies for students and to stimulate further research on the subject usinűg the framework of self-determination theory. \nAcknowlwdgements: The authors would like to thank Professor John Schermerhorn and Professor Gábor Rappai for their valuable comments and critique in writing this article. With the support of the EFOP-3.6.3-VEKOP-16-2017-00007 project.","PeriodicalId":431268,"journal":{"name":"Marketing & Menedzsment","volume":"28 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Motivation to learn? An advanced exploratory study of learning motivation of Central-East European Business Students\",\"authors\":\"Z. Vitai, Mariann Benke\",\"doi\":\"10.15170/mm.2021.55.02.03\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"THE AIM OF THE PAPER \\nWe used self-determination theory to examine the motivation of business school students in Hungary. The research aimed to clarify whether extrinsic or intrinsic motivation or both dominates learning intentions among these students. Although student motivation to learn has been studying extensively, there is an absence of research evidence using this framework in Central-Eastern European higher education. Given the increasing prominence of the region in global geo-political and business affairs, this absence of understanding is important to correct. \\nMETHODOLOGY \\nOur questionnaire-based study shows a strong link between some forms of extrinsic motivation and intrinsic motivation, along with evidence for the coexistence of extrinsic and intrinsic motivators in the same person. We used a modified version of Vallerand et al. (1992-1993) motivation-survey the “Academic Motivation Scale AMSC-28”. We added 11 plus questions to the questionnaire. The empirical research was a confirmative study about self-determination theory. The methodology used was descriptive statistics, correspondence, and correlation analysis. The size of the sample was 471. The purpose of our study was to check if the theory of Deci and Ryan are valid on the students of a university in Central Europe. \\nMOST IMPORTANT RESULTS \\nThe purpose of our study was to check how the theory of Deci and Ryan applies to the students of a university in Central Europe. The results of the research highlight that the students could have both intrinsic and extrinsic motivation at the same time and intrinsic motivation is not the only type of motivation that could lead to good performance in learning and other activities.   \\nRECOMMENDATIONS \\nThe findings could help to evaluate currently used motivational strategies for students and to stimulate further research on the subject usinűg the framework of self-determination theory. \\nAcknowlwdgements: The authors would like to thank Professor John Schermerhorn and Professor Gábor Rappai for their valuable comments and critique in writing this article. With the support of the EFOP-3.6.3-VEKOP-16-2017-00007 project.\",\"PeriodicalId\":431268,\"journal\":{\"name\":\"Marketing & Menedzsment\",\"volume\":\"28 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-11-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Marketing & Menedzsment\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.15170/mm.2021.55.02.03\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Marketing & Menedzsment","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15170/mm.2021.55.02.03","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1

摘要

本文的目的我们运用自我决定理论来考察匈牙利商学院学生的学习动机。本研究旨在厘清这些学生的学习意向是外在动机还是内在动机,抑或两者兼而有之。尽管学生的学习动机已被广泛研究,但在中东欧高等教育中缺乏使用这一框架的研究证据。鉴于该地区在全球地缘政治和商业事务中日益突出的地位,纠正这种缺乏理解是很重要的。我们以问卷为基础的研究表明,外在动机和内在动机之间存在某种形式的紧密联系,同时也有证据表明,同一个人的外在动机和内在动机并存。我们使用了Vallerand等人(1992-1993)动机调查的修正版“学术动机量表AMSC-28”。我们在问卷中增加了11个问题。实证研究是对自我决定理论的确证性研究。研究方法为描述性统计、对应分析和相关分析。样本的大小为471。我们的研究目的是检验Deci和Ryan的理论是否对中欧一所大学的学生有效。我们研究的目的是检验Deci和Ryan的理论如何适用于中欧一所大学的学生。研究结果表明,学生可以同时拥有内在动机和外在动机,而内在动机并不是唯一一种能够在学习和其他活动中取得良好表现的动机。研究结果有助于评估当前使用的学生动机策略,并促进对该主题的进一步研究usinűg自决理论框架。致谢:作者要感谢John Schermerhorn教授和Gábor Rappai教授在撰写本文时提供的宝贵意见和批评。得到EFOP-3.6.3-VEKOP-16-2017-00007项目的支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Motivation to learn? An advanced exploratory study of learning motivation of Central-East European Business Students
THE AIM OF THE PAPER We used self-determination theory to examine the motivation of business school students in Hungary. The research aimed to clarify whether extrinsic or intrinsic motivation or both dominates learning intentions among these students. Although student motivation to learn has been studying extensively, there is an absence of research evidence using this framework in Central-Eastern European higher education. Given the increasing prominence of the region in global geo-political and business affairs, this absence of understanding is important to correct. METHODOLOGY Our questionnaire-based study shows a strong link between some forms of extrinsic motivation and intrinsic motivation, along with evidence for the coexistence of extrinsic and intrinsic motivators in the same person. We used a modified version of Vallerand et al. (1992-1993) motivation-survey the “Academic Motivation Scale AMSC-28”. We added 11 plus questions to the questionnaire. The empirical research was a confirmative study about self-determination theory. The methodology used was descriptive statistics, correspondence, and correlation analysis. The size of the sample was 471. The purpose of our study was to check if the theory of Deci and Ryan are valid on the students of a university in Central Europe. MOST IMPORTANT RESULTS The purpose of our study was to check how the theory of Deci and Ryan applies to the students of a university in Central Europe. The results of the research highlight that the students could have both intrinsic and extrinsic motivation at the same time and intrinsic motivation is not the only type of motivation that could lead to good performance in learning and other activities.   RECOMMENDATIONS The findings could help to evaluate currently used motivational strategies for students and to stimulate further research on the subject usinűg the framework of self-determination theory. Acknowlwdgements: The authors would like to thank Professor John Schermerhorn and Professor Gábor Rappai for their valuable comments and critique in writing this article. With the support of the EFOP-3.6.3-VEKOP-16-2017-00007 project.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信