Academic motivation and the undergraduate business major

Scifres, Elton L.; Cox, Marcus Z.; Crocker, Robert; Mishra, Ranjan; Scott, G. W.

doi:10.1080/08832323.2020.1869680

Cited by 5 publications

(4 citation statements)

References 15 publications

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“…Business students seem to be a particularly interesting target group for serious games. The academic motivation of business students is more extrinsically driven compared to students in other fields (Scifres et al , 2021). As is the situation in a serious simulation game, direct competition simulated in serious games can be an extrinsic motivator (Buxton, 2010; Deci et al , 1981).…”

Section: Literature Reviewmentioning

confidence: 99%

Digital serious game to engage business students in active lectures: a pilot study

Tobias

Pussep²,

Schief³

2022

JIEB

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Purpose This study aims to investigate an integrated approach that stimulates engagement and interaction in the online learning environment. A simulation game was developed to support the specific learning objectives (LOs) of the lecture and give students the opportunity to apply relevant practical skills (management and group decision-making). The simulation is designed to engage students, facilitate group work in teams and actively apply the knowledge from the lectures. Design/methodology/approach Qualitative research methods and a pilot version of the simulation game in an actual classroom setting were used. The primary LO was to apply decision-making in groups and experience the consequences of decisions on business success. The students were assigned randomly to five groups representing different competing companies. Findings This study revealed that a simulation game with a reduced scope can facilitate interaction and participation in online lectures. It demonstrated that it is possible to obtain the main benefits of simulation-based learning with a simple game that consists of few decision variables and requires minimal training. Research limitations/implications There are limitations to this pilot study, some of which need to be address in future research. One limitation is the small number of participants (21). Another limitation is that all participants were from a class at an Asian university. While adding to existing research that focused primarily on Anglo-America and Europe, this study’s approach should be evaluated with more subjects from varying cultural backgrounds to validate the findings. The evaluation could be improved with more participants but also additional questions to measure how and why this study’s approach benefits learning success. E.g. it should be explored what component of decision-making or group learning was most significant. With this, it would also be interesting to explore incremental learning and learning across groups along the study duration. Practical implications The simulation game can be used in business education. Students enjoyed the interaction with their peers and the instructor. The students stated that it was a good learning experience for them and they made good learning progress. Originality/value The prototype demonstrated the general feasibility and the smooth handling of the practical application and integration in online lectures. The aim to develop a serious simulation game for online classes was achieved. It was possible to obtain the main benefits of simulation-based learning with a simple game that consists of few decision variables and therefore requires minimal training and time.

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Section: Literature Reviewmentioning

confidence: 99%

Digital serious game to engage business students in active lectures: a pilot study

Tobias

Pussep²,

Schief³

2022

JIEB

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“…Consequently, the AMS was adapted and validated with various samples in several cultural contexts, namely, United States (e.g., [25][26][27][28][29][30][31][32][33]), Canada (e.g., [34][35][36][37][38]), Hungary e.g., [39], Greece (e.g., [12]); England (e.g., [40]), France (e.g., [39,41]), Spain (e.g., [42,43]), Turkey (e.g., [44][45][46][47]), Italy (e.g., [11,21]), Argentina (e.g., [48]), Singapore (e.g., [13,49]), China (e.g., [50]), Bulgaria (e.g., [51]), and Poland (e.g., [52]), among others.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In this context, the AMS has been adapted and validated in different areas of knowledge, namely, business (e.g., [28,29,33]), psychology (e.g., [26]), physical education (e.g., [40,52]), dentistry (e.g., [53]), human anatomy and physiology (e.g., [30,31,54]), physics and nutrition (e.g., [31]), tourism and recreation (e.g., [52]), chemistry (e.g., [32]), biology (e.g., [46]), mathematics (e.g., [13,51]), among others. This variety of studies provides an indication that the AMS is a motivarion tool that can be adapted to the different field of knowledge.…”

Section: Literature Reviewmentioning

confidence: 99%

Validity and Reliability of the Portuguese Version of Mathematics Academic Motivation Scale (MATAMS) among Third Cycle of Basic School Students

Sousa

Hounsell

2021

Mathematics

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The importance of motivation in mathematics education is expressed in the large number of studies related to the teaching and learning process. Improving students’ motivation in the mathematics classroom is a fundamental issue for teachers, investigators, and policymakers, due to its relevance in the students’ behavior and academic success. The Academic Motivation Scale is a highly applied tool to evaluate students’ motivation based on Self-Determination Theory. In Portugal, there is a lack in the analysis of the different domains of mathematics motivation defined by Self-Determination Theory, for students attending basic education. Additionally, there is no comprehensive instrument that allows that evaluation. Adapting the Academic Motivation Scale, the purpose of this study is to assess the mathematics motivation of Portuguese students who attend the third cycle of basic education. In addition, it is intended to analyze the properties of this new instrument using a sample of 349 Portuguese students aged between 12 and 17. Exploratory and confirmatory factor analysis indicated a very good validity and reliability of this measuring instrument of mathematics students’ motivation. The results of this work allow the development of educational policies that promote strategies to increase students’ motivation in mathematics.

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“…This also means that individuals have the motivation to become students by continuing their education at a higher level (Maharaj et al, 2018). Motivation is also known to have a role in determining the field or major one pursues (Scifres et al, 2021). Motivation can make individuals aware of the goals they want to achieve so they can show maximum results.…”

Section: Introductionmentioning

confidence: 99%

The Dynamics of Grit on Student Academic Performance

Kotimah,

Evi,

Safitri

et al. 2023

Int. J. Res. Publ. Rev.

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The increase of students in Indonesia from year to year shows that more and more individuals have the desire to increase their potential and abilities. This of course leads to the academic performance that will be produced. This research was conducted with the aim of knowing the dynamics of grit in student academic performance. The method used in this research is a type of qualitative research with a systematic literature review. The research design is in the form of SPIDER (sample, phenomenon of consistency of interest, design, evaluation, and research type) with the final number of articles used being 16. The results of the research show that grit and academic performance are known to have varying relationships which can be grouped into four relationships, namely significant positive, as a predictor, as a moderator, until there is no relationship between the two. In each relationship that has been mentioned, grit has its own role in the dynamics of academic performance. Based on the two dimensions of grit, persistence of effort is known to have a higher significance than consistency of interest in its influence on student academic performance.

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Academic motivation and the undergraduate business major

Cited by 5 publications

References 15 publications

Digital serious game to engage business students in active lectures: a pilot study

Digital serious game to engage business students in active lectures: a pilot study

Validity and Reliability of the Portuguese Version of Mathematics Academic Motivation Scale (MATAMS) among Third Cycle of Basic School Students

The Dynamics of Grit on Student Academic Performance

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