Motivation for Learning among Students Undertaking Basic Vocational Training and University Studies within the Context of COVID-19

Eva María Olmedo-Moreno, Jorge Expósito-López, José Javier Romero-Díaz de la Guardia, María Dolores Pistón-Rodríguez and Noelia Parejo-Jiménez
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Eva María Olmedo-Moreno: Department of Research Methods and Diagnosis in Education, University of Granada, 18071 Granada, Spain
Jorge Expósito-López: Department of Research Methods and Diagnosis in Education, University of Granada, 18071 Granada, Spain
José Javier Romero-Díaz de la Guardia: Department of Research Methods and Diagnosis in Education, University of Granada, 18071 Granada, Spain
María Dolores Pistón-Rodríguez: Department of Research Methods and Diagnosis in Education, University of Granada, 18071 Granada, Spain
Noelia Parejo-Jiménez: Department of Research Methods and Diagnosis in Education, University of Granada, 18071 Granada, Spain

Sustainability, 2021, vol. 13, issue 6, 1-15

Abstract: The 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.

Keywords: basic vocational training; self-determination theory; self-regulated learning and university studies (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:13:y:2021:i:6:p:3268-:d:517857

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