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Personality and study environment as determinates of learning motivation in higher education / Florian H. Müller ; Marko Palekčić ; Vesna Buško ; Igor Radeka ; Ana Marija Rogić.

By: Müller, Florian H.
Contributor(s): Radeka, Igor [aut] | Rogić, Ana Marija [aut] | Palekčić, Marko [aut] | Buško, Vesna [aut].
Material type: ArticleArticleDescription: str.Other title: Personality and study environment as determinates of learning motivation in higher education [Naslov na engleskom:].Subject(s): 5.06 | 5.07 | self-determination, learning motivation, learning environment, higher education (HE) ; Croatia hrv | self-determination, learning motivation, learning environment, higher education (HE) ; Croatia eng In: International Self-Determination Theory Conference (4 ; 2010) (13.-16.05.2010. ; Ghent, Belgija)Summary: This study investigates the question how well the personality and the perceived learning environment predict self-determined learning motivation in higher education. Previous research has predominantly focused on the interrelation between learning environment and self-determined learning motivation. The theoretical basis of the study is the ‘Big Five’ personality model (Goldberg, 1999 ; McCrae, et al. 2000) as well as the self-determination theory (Deci & Ryan, 2002). We have examined the data of 1534 Croatian students with cluster and regression analyses. The dependent variable is self-determined learning motivation ; independent variables are personality traits (Big Five), and the perception of the teaching-learning environment (including the support of basic needs and other relevant variables for instruction). The results of the analyses show that the self-determination theory is also valid in a south-eastern cultural context and that personality variables and the environment are significant predictors for intrinsic learning motivation and autonomous forms of extrinsic motivation. A further significant result is that students’ perceived self-determination decreased after the implementation of the so called 'Bologna process' in Croatia.
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This study investigates the question how well the personality and the perceived learning environment predict self-determined learning motivation in higher education. Previous research has predominantly focused on the interrelation between learning environment and self-determined learning motivation. The theoretical basis of the study is the ‘Big Five’ personality model (Goldberg, 1999 ; McCrae, et al. 2000) as well as the self-determination theory (Deci & Ryan, 2002). We have examined the data of 1534 Croatian students with cluster and regression analyses. The dependent variable is self-determined learning motivation ; independent variables are personality traits (Big Five), and the perception of the teaching-learning environment (including the support of basic needs and other relevant variables for instruction). The results of the analyses show that the self-determination theory is also valid in a south-eastern cultural context and that personality variables and the environment are significant predictors for intrinsic learning motivation and autonomous forms of extrinsic motivation. A further significant result is that students’ perceived self-determination decreased after the implementation of the so called 'Bologna process' in Croatia.

Projekt MZOS 130-1301683-1402

Projekt MZOS 269-2692634-2441

ENG

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