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dc.contributor.authorOlmedo Moreno, Eva María 
dc.contributor.authorExpósito López, Jorge 
dc.contributor.authorRomero Díaz de la Guardia, José Javier 
dc.contributor.authorPistón Rodríguez, María Dolores 
dc.contributor.authorParejo Jiménez, Noelia 
dc.date.accessioned2021-05-27T16:39:13Z
dc.date.available2021-05-27T16:39:13Z
dc.date.issued2021
dc.identifier.citationOlmedo-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/su13063268es_ES
dc.identifier.urihttp://hdl.handle.net/10481/68795
dc.description.abstractThe 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.es_ES
dc.description.sponsorshipR+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 Governmentes_ES
dc.description.sponsorshipR+D+I Research Project B-SEJ-192-UGR18, funded using the FEDER fund of the Board of Andalusia (Spain)es_ES
dc.description.sponsorshipMinistry of Education, Culture and Sport of the Spanish Government—University Teacher Traininges_ES
dc.description.sponsorshipFPU. Reference: FPU17/03339es_ES
dc.language.isoenges_ES
dc.publisherMDPIes_ES
dc.rightsAtribución 3.0 España*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/es/*
dc.subjectBasic vocational traininges_ES
dc.subjectSelf-determination theoryes_ES
dc.subjectSelf-regulated learning and university studieses_ES
dc.titleMotivation for Learning among Students Undertaking Basic Vocational Training and University Studies within the Context of COVID-19es_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.doi10.3390/su13063268


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Atribución 3.0 España
Except where otherwise noted, this item's license is described as Atribución 3.0 España