Motivation for Learning among Students Undertaking Basic Vocational Training and University Studies within the Context of COVID-19
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AutorOlmedo Moreno, Eva María; Expósito López, Jorge; Romero Díaz de la Guardia, José Javier; Pistón Rodríguez, María Dolores; Parejo Jiménez, Noelia
Basic vocational trainingSelf-determination theorySelf-regulated learning and university studies
Olmedo-Moreno, E.M.; Expósito-López, J.; Romero-Díaz de la Guardia, J.J.; Pistón-Rodríguez, M.D.; Parejo-Jiménez, N. Motivation for Learning among Students Undertaking Basic Vocational Training and University Studies within the Context of COVID-19. Sustainability 2021, 13, 3268. https://doi.org/10.3390/su13063268
PatrocinadorR+D+I Project EDU2017-88641-R: Hybrid learning models in contexts at risk of social exclusion. Ministry of Education, Culture and Sport of the Spanish Government; R+D+I Research Project B-SEJ-192-UGR18, funded using the FEDER fund of the Board of Andalusia (Spain); Ministry of Education, Culture and Sport of the Spanish Government—University Teacher Training; FPU. Reference: FPU17/03339
The main aim of the present study is to adapt the academic motivation scale (AMS) for use within basic vocational training and university students. Another aim was to analyze the characteristics of the different dimensions of motivation, whilst also examining existing significant differences between the two studied educational stages. For this, we conducted exploratory and confirmatory factor analysis, alongside descriptive and inferential analysis of student responses. One of the main findings was that a reduced version of the AMS, made up of five dimensions and 21 items, demonstrated good internal consistency and fit. Further, we observed that intrinsic motivation is higher in university students, whilst extrinsic motivation is higher during the basic vocational training stage. In addition, we uncovered significant differences between both educational stages with regards to the pleasure felt by students when they better themselves, learn new things and attend the educational center. Differences also emerged in relation to the importance attributed by students to achieving a good and well-paid job. With regards to amotivation, significant differences only exist in relation to the motives students have for attending classes and decision making about whether to continue studying the course they are enrolled on. Finally, we have analyzed how the variables sex, age, prior work experience and volunteering experience, and average grade influence the motivation of students undertaking basic vocational training and university students.