Type of school and origin as conditioners of motivational development in post-compulsory secondary education

Abstract

The aim of this research was to examine different variables as mediators of intrinsic motivation levels in a representative sample of 3049 Spanish students. The research design was quantitative, non-experimental, descriptive, crosssectional and ex post facto, using as main instrument the Educational Motivation Scale-Short Form. Outcomes reveal greater levels of self-determined motivation in non-national students and found that intrinsically oriented goals favoured academic achievement. Likewise, educational centre type acted as a modulating factor, with higher motivation scores being found to exist at public centres. Finally, greater motivational development could be determined in vocational training compared to that seen in baccalaureate studies. Overall findings lead to the interpretation of important practical implications. The value attributed to the practical component of teaching and professional practice indicates that they represent key elements of professional training which favour motivation. Along these same lines, the more favourable motivation seen in foreign students suggests that certain sociocultural values characterise these individuals which place value on educational opportunities.