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The Korean College Students’ Perception Level on Motivation and Effort Regulation, and the Relationship between Motivation and Effort Regulation

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초록

This study examined the relationship between intrinsic and extrinsic motivation and effort regulation: specifically focusing on the level at which students possess in intrinsic motivation and extrinsic motivation, the level at which the students possess effort regulation, and if there exists any relationship between either form of motivation and effort regulation. As a means of the data collection, the Motivated Strategies for Learning Questionnaire created by Pintrich and Garcia (1991) was used. Among a total of 81 items, 12 items were selected for use in thi study: four items from the section on intrinsic motivation, four items from the section on extrinsic motivation, and four items related to effort regulation. 38 participants responded to the survey. The results showed that the students in this study demonstrate higher levels of both intrinsic and extrinsic motivation than those of previous research results. In addition, the level of effort regulation was shown to be within the high levels of average. However, the Pearson’s correlation analysis demonstrated no relationship between either form of motivations and effort regulation. Rather, intrinsic and extrinsic motivation were correlated to each other. This study posed a limitation due to the limited small sample size of its participants. As opposed to what was predicted, there was no significant relationship detected between either form of motivations and effort regulation. Despite this fact, the findings support the idea that students’ high levels of motivation and effort regulation are important in learning, and that teachers or instructors should aid students by specifying these factors for effective learning.

Abstract

This study examined the relationship between intrinsic and extrinsic motivation and effort regulation: specifically focusing on the level at which students possess in intrinsic motivation and extrinsic motivation, the level at which the students possess effort regulation, and if there exists any relationship between either form of motivation and effort regulation. As a means of the data collection, the Motivated Strategies for Learning Questionnaire created by Pintrich and Garcia (1991) was used. Among a total of 81 items, 12 items were selected for use in thi study: four items from the section on intrinsic motivation, four items from the section on extrinsic motivation, and four items related to effort regulation. 38 participants responded to the survey. The results showed that the students in this study demonstrate higher levels of both intrinsic and extrinsic motivation than those of previous research results. In addition, the level of effort regulation was shown to be within the high levels of average. However, the Pearson’s correlation analysis demonstrated no relationship between either form of motivations and effort regulation. Rather, intrinsic and extrinsic motivation were correlated to each other. This study posed a limitation due to the limited small sample size of its participants. As opposed to what was predicted, there was no significant relationship detected between either form of motivations and effort regulation. Despite this fact, the findings support the idea that students’ high levels of motivation and effort regulation are important in learning, and that teachers or instructors should aid students by specifying these factors for effective learning.

참고문헌 (46)

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