A Study on Academic Motivation of University Students

Abstract:

Integrative approaches toward the study of academic motivation suggest that motivation encompasses both adaptive and maladaptive cognitive and behavioral dimensions, therefore drawing upon key influential theoretical perspectives; including self-efficacy theory, achievement goal theory and self-determination theory, in its research. This research used the Academic Motivation scale as well as Rosenberg’s self-esteem scale as a primary source of data collection. Quantitative data analyses of this study, presented through descriptive statistical methods found that male and female students do not differ in their levels self-esteem, but vary greatly in their intrinsic academic motivation levels. Pearson and Chi-square analysis revealed a strong negative correlation between self-esteem and academic motivation, and further show that academic degree levels rather than gender have a greater influence on self-esteem and intrinsic motivation. Results of the present study as well as prior studies have shown that, research surrounding gender and self-esteem or self-efficacy or academic motivation levels between genders is still not precise or consistent.