Skoči na glavni sadržaj

Izvorni znanstveni članak

Self-regulation of motivation of psychology students at the Faculty of Croatian Studies

Dunja Jurić Vukelić orcid id orcid.org/0000-0003-2757-201X ; Fakultet hrvatskih studija Sveučilišta u Zagrebu, Zagreb, Hrvatska


Puni tekst: hrvatski pdf 363 Kb

verzije

str. 217-229

preuzimanja: 304

citiraj

Puni tekst: engleski pdf 363 Kb

verzije

str. 229-229

preuzimanja: 102

citiraj


Sažetak

Combination of motivational components and cognitive dispositions are significant determinant of academic achievement. We distinguish thereby intrinsic motivation, directed to learning process and to solving problems, and extrinsic motivation, which implies studying in order to get rewards or to avoid punishment. In the context of intrinsic motivation, continuous high expectations and commitments related enthusiasm can cause exhaustion and lead to stagnation and apathy, respectively to burn-out syndrome. Objective of this study is to determine role of motivation in academic achievement and to determine distinction in level of motivation between students of junior and senior years. 209 students participated in the present study. Instruments we used were Academic Self-Regulation Questionnaire (SRQ-A), Maslach Burnout Inventory – Student Survey (MBI-SS) - a subscale Academic efficacy – and grade point average as an indication of a student’s academic achievement. In the context of self-regulation of motivation, highest results were obtained in the identified regulation and integrated regulation, and lowest results were obtained in external regulation. Motivation was predominantly autonomus, regardless of the year of study. Significant differences were found in burn-out syndrome levels: results on the scale of cynicism and academic efficacy are higher among final-year students. The scientific and professional contribution of te present study findings is the possibility of applying established results about the role of self-regulation of motivation in academic success in creating appropriate responses to the challenges of the modern education system.

Ključne riječi

self-regulation of motivation; academic efficacy; academic success.

Hrčak ID:

281460

URI

https://hrcak.srce.hr/281460

Datum izdavanja:

19.7.2022.

Podaci na drugim jezicima: hrvatski

Posjeta: 967 *