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An investigation of students' motivation to pursue higher education at a Czech university

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dc.title An investigation of students' motivation to pursue higher education at a Czech university en
dc.contributor.author Vaculíková, Jitka
dc.relation.ispartof Education Excellence and Innovation Management through Vision 2020
dc.date.issued 2019
dc.citation.spage 1599
dc.citation.epage 1609
dc.event.title 33rd International-Business-Information-Management-Association Conference
dc.event.location Granada
utb.event.state-en Spain
utb.event.state-cs Španělsko
dc.event.sdate 2019-04-10
dc.event.edate 2019-04-11
dc.type conferenceObject
dc.language.iso en
dc.publisher Int Business Information Management Assoc-Ibima
dc.subject motivation en
dc.subject Self-Determination Theory (SDT) en
dc.subject Academic Motivation Scale (AMS) en
dc.subject higher education en
dc.description.abstract Personally engaged study strategies focused on deep-level learning, internal fascination with the subject with a sense of its relevance, accomplishment in mastering it, and a sense of calling to it characterize intrinsically motivated students. Intrinsic motivation can be long lasting and self-determined stemming from internal autonomy. On the other hand, making effort to foster students' intrinsic motivation can be slow with the need for a variety of approaches, special and lengthy preparations. However, previous findings show that increasing student success through instruction in self-determination (i.e., autonomy) better motivate students to learn at all educational levels, including those with disabilities. The aim of this paper was to investigate the type of motivation leading students to pursue higher education, and to describe the adaptation of the modified version of the Academic Motivation Scale (AMS), developed by Vallerand et al. This seven-point Likert-scaled instrument was designed to assess self-determination continuum and the types of motivation with their regulatory styles. The sample consisted of 467 university students in regular classroom settings enrolled at a Czech university. In EFA a 4-factor model was generated explaining 61% of the total variance. In this version, the questionnaire consisted of 16 items with Cronbach's a ranging from. 82 to.60. The data proved a student's (F1) identified regulation, (F2) external regulation, (F3) amotivation, and (F4) intrinsic motivation to be strong predictors of students' motivation to pursue higher education. Furthermore, the relationship between gender, age, GPA, year and field of study was further identified. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1009542
utb.identifier.obdid 43880648
utb.identifier.scopus 2-s2.0-85074065675
utb.identifier.wok 000503988803001
utb.source B-wok
dc.date.accessioned 2020-01-24T13:28:14Z
dc.date.available 2020-01-24T13:28:14Z
utb.ou Research Centre
utb.contributor.internalauthor Vaculíková, Jitka
utb.wos.affiliation [Vaculikova, Jitka] Tomas Bata Univ Zlin, Fac Humanities, Res Ctr FHS, Stefanikova 5670, Zlin 76001, Czech Republic
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