Are Business School Students' Only Determined by Extrinsic Motivation? : First results of a longitudinal study
ISBN
978-3-89967-827-3
Type
conference paper
Date Issued
2012-08-28
Author(s)
Abstract
The paper aims to investigate the longitudinal development of students' motivation over the first year of their studies at a business school. The study tackles the following core research questions: How do first-year university students' intrinsic, extrinsic, and task motivation vary over time? Which (motivational) factors are related to students' confidence in academic success? Although motivational dispositions have been analyzed extensively in previous studies, their longitudinal development has hitherto not been examined in the higher education context.
This longitudinal study is conducted at the University of St. Gallen in Switzerland. The current sample includes 410 first-year students who have already been surveyed twice (out of three survey dates) and who are representative of the first-year student population.
Results show that prior to their studies, students were motivated most by intrinsic factors, however, extrinsic motivation was also quite high. While extrinsic motivation has remained stable over the course of the first semester (4 months), intrinsic motivation, task motivation and self-efficacy have declined significantly. In addition, we found that extrinsic motivation is related to the students' expected study performance.
The study contributes to motivation theory by providing further insights into the development of motivation over time. Furthermore, the study suggests that factors influencing students' motivational development, e.g. positive emotions during learning, should be taken into account when designing courses and study programs in higher education.
This longitudinal study is conducted at the University of St. Gallen in Switzerland. The current sample includes 410 first-year students who have already been surveyed twice (out of three survey dates) and who are representative of the first-year student population.
Results show that prior to their studies, students were motivated most by intrinsic factors, however, extrinsic motivation was also quite high. While extrinsic motivation has remained stable over the course of the first semester (4 months), intrinsic motivation, task motivation and self-efficacy have declined significantly. In addition, we found that extrinsic motivation is related to the students' expected study performance.
The study contributes to motivation theory by providing further insights into the development of motivation over time. Furthermore, the study suggests that factors influencing students' motivational development, e.g. positive emotions during learning, should be taken into account when designing courses and study programs in higher education.
Language
English
Keywords
motivation
longitudinal study
latent growth curve modeling
HSG Classification
contribution to scientific community
Refereed
Yes
Book title
International Conference on Motivation: Motivation in all Spheres of Life
Publisher
Pabst Science Verlag
Publisher place
Lengerich et al.
Start page
2002
Event Title
International Conference on Motivation 2012
Event Location
Frankfurt am Main / Germany
Subject(s)
Eprints ID
217215