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Self-determination approach to understanding of motivation in students of helping professions

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dc.title Self-determination approach to understanding of motivation in students of helping professions en
dc.contributor.author Hrbáčková, Karla
dc.contributor.author Suchánková, Eliška
dc.relation.ispartof Procedia - Social and Behavioral Sciences
dc.identifier.issn 1877-0428 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2016
utb.relation.volume 217
dc.citation.spage 688
dc.citation.epage 696
dc.event.title Future Academy Multidisciplinary Conference (ICEEPSY)
dc.event.location Istanbul
utb.event.state-en Turkey
utb.event.state-cs Turecko
dc.event.sdate 2015-10-13
dc.event.edate 2015-10-17
dc.type conferenceObject
dc.language.iso en
dc.publisher Elsevier Science BV
dc.identifier.doi 10.1016/j.sbspro.2016.02.120
dc.relation.uri https://www.sciencedirect.com/science/article/pii/S1877042816001452
dc.subject Motivation en
dc.subject self-determination theory en
dc.subject self-regulated learning en
dc.subject students in the preparation of helping professions en
dc.subject domain - specific en
dc.subject domain - general en
dc.description.abstract The paper presents research results aimed at the identification of the motivation to learn of students in the preparation of helping professions. Student motivation is an important part of the self-regulated learning process, yet not sufficient attention is paid to this issue at the tertiary level of education. The research aims to discover the extent to which students' motivation to learn is internalized, and also to determine the extent to which this motivation is domain-specific. For research purposes, we chose a questionnaire method among 286 students of helping professions. The questionnaire contained 23 items divided according to the type of motivation, ranging from amotivation to intrinsic motivation. Motivation in students ranges from introjected to the identified type of regulation. Intrinsic motivation as the predominant type of motivation occurs only sporadically in the research sample. The motivation to learn is domain-specific in three types of external regulation and in intrinsic motivation. No distinct type of motivation was detected in a large number of the respondents. The more the students perceive their discipline as important and useful, the more internalized their motivation is, and vice versa. In a large number of students, there are multiple motives encouraging their learning within a specific discipline, these are often in opposition. Motivation is the key to success in one's studies and it is reflected in the professional quality of future graduates in helping profession. (C) 2016 Published by Elseiver Ltd. This is an open access article under the CC BY-NC-ND license. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1006874
utb.identifier.obdid 43875846
utb.identifier.wok 000387478700086
utb.source d-wok
dc.date.accessioned 2017-02-28T15:11:37Z
dc.date.available 2017-02-28T15:11:37Z
dc.rights Attribution-NonCommercial-NoDerivs 4.0 International
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.access openAccess
utb.contributor.internalauthor Hrbáčková, Karla
utb.contributor.internalauthor Suchánková, Eliška
utb.fulltext.affiliation Karla Hrbackova a ∗, & Eliska Suchankova a a Tomas Bata University in Zlín, Faculty of Humanities, Department of Pedagogical Sciences, Mostní 5139, Zlín, 760 01, The Czech Republic ∗ Corresponding author. Tel.: +420-576-037-439 E-mail address: hrbackova@fhs.utb.cz, suchankova@fhs.utb.cz
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