Investigation of the Motivational Persistence Levels of the Students Studying at the Faculty of Sport Sciences According to Some Demographic Characteristics

Öntürk, Yavuz; Yıldız, Yasin

doi:10.20448/journal.522.2020.63.514.519

Cited by 3 publications

(4 citation statements)

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“…One of the factors that could have influenced in players persistence may be age. Onturk and Yildiz [ 12 ] concluded in their study in sport science students that older students (over 25 years) were more persistent, unlike our players whose were younger However, to date there are no studies that allow comparative analyzes relating deliberate practice and the persistence scale in a sports context. Our results suggest that motivation to engage in deliberate practice not only contains elements of the will to improve performance, but also of the will to attain exceptional levels of performance [ 40 ].…”

Section: Discussionmentioning

confidence: 92%

“…Persistence is strongly connected with academic achievement, physical education [ 6 , 7 ], foreign language learning and sports performance [ 8 , 9 ]. Particularly, in the literature, this scale has been mainly studied in student populations [ 10 , 11 , 12 , 13 ]. In the study of Erte and Ari [ 11 ] students with high motivational persistence to pursue long-term purposes and pursue current purposes have less tendency to procrastinate.…”

Section: Introductionmentioning

confidence: 99%

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Achievement Goals across Persistence—Validation of the Spanish Version of the Motivational Persistence Scale

Quintana

Moro

Pérez

2022

IJERPH

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Background: An important aspect of achievement goals is the persistence and determination that the person possesses in order to achieve it. Spain does not have an adequate instrument for its measurement. First, this article had the aim of adapt and validate the Motivational Persistence Scale of Constantin et al. in a Spanish population and athletes. Second, it had the aim of prove the relationship with deliberate practice and performance. Methods: In this study, 384 university students participated, where the factor structure was analyzed by means of a Confirmatory Factor Analysis (CFA). In study 2 of 169 athletes was used to confirm its validity in a homogeneous population and its predictive capacity on the hours of deliberate practice (DP) and performance. Results: The AFC showed a two-factor structure, reducing the original three-factor structure, presenting a good fit in both Spanish and homogeneous population of athletes and achieving a significant predictive capacity on deliberate practice. The new dimensions were Purpose Pursuing (PP) and Recurrence of Unattained Purposes (RUP). Conclusions: Overall, our results provide evidence that this scale could be a useful tool for the assessment of Persistence in the Spanish adult and athlete population.

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Section: Discussionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Achievement Goals across Persistence—Validation of the Spanish Version of the Motivational Persistence Scale

Quintana

Moro

Pérez

2022

IJERPH

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“…We found additional sources that support the findings obtained in our study. A study by Onturk and Yildiz (2020) examined an association between examinees' age and their motivation levels, and found no significant difference in students' motivation for examinees below age 25, but students aged 25 and over showed much higher levels of motivation. Furthermore, as students' age increased, their grade average increased, as did their motivation.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Motivation for Learning Among High School Students and Undergraduate Students—A Comparative Study

Davidovitch¹,

Dorot²

2023

IES

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The current study was designed to identity if and to what extent differences in motivation exist between high school students, for whom school is mandatory, and undergraduate students in tertiary institutions, who make an active choice to study in an academic institution. This study also explores whether and to what extent motivation affects the achievements of these two groups of learners, and whether motivation is related to their personal, family, and socio-economic background and gender. To examine these questions, 121 participants responded to a 22-item questionnaire on motivation for learning. Findings show that undergraduate students are more highly motivated for learning compared to high school students. Associations were found between learners’ personal and academic background and their motivation: Motivation increases with age and as grade average increases. A significant difference was, however, found in motivation levels between learners with average socio-economic status and learners with above-average socio-economic status. No gender effects in learners’ motivation were found. Findings of the study shed light on the significant of motivation in high school, which is a significant period in youngsters’ lives. High school is a scholastic space that also has the potential to strengthen motivation for learning in the future, in academic studies, as both education systems – high school and academic education – affect each other.

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“…The profession can be viewed as the object; the means by which the need is satisfied if the purpose is understood as an objectified need. It should be noted that the concept of "professional motivation" will be similar in content to the concept of "motivational attitude" towards professional activity in the absence of the opportunity to implement professional activity "here and now" (for example, among applicants, first-year students in the first months of study) (Onturk & Yildiz, 2020). In this case, professional motivation like the motivational attitude will include potential motives for future professional activity that have been formed but are in a latent state of readiness to satisfy needs and realize intentions.…”

Section: Research Contentmentioning

confidence: 99%

Examining the role of motivation in shaping future primary school teachers' professional competence in Kazakhstan

Kereibaeva,

Zhailauova,

Baimaganbetova

et al. 2024

JEELR

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The issue of developing the professional competence of teachers is one of the priorities in the Kazakhstani education system. One of the most significant challenges in the context of improving abilities is increasing students' motivation. This study aims to examine the role of motivation in shaping future primary school teachers' professional competence. The methods of multivariate correlation analysis, a method for finding structure diagrams of motives and their integral subsystems with their subsequent analysis were used to conduct the study. The research was conducted at the Korkyt Ata Kyzylorda University (Kyzylorda, Kazakhstan). A sample of 57 participants was used for the study. The majority of respondents were female (92.36%) and male (7.64%). According to the study, it has been found that the main reason for studying among students is to receive vocational training in order to find a good and well-paid job which provides the opportunity to use personal abilities and receive higher education in their specialty. Following the findings of this study, practical recommendations are offered to increase student motivation as a factor in developing professional competence. The developed assessment-criteria diagnostic tools can be used in pedagogical monitoring in universities and in advanced training courses for teachers.

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Investigation of the Motivational Persistence Levels of the Students Studying at the Faculty of Sport Sciences According to Some Demographic Characteristics

Cited by 3 publications

References 0 publications

Achievement Goals across Persistence—Validation of the Spanish Version of the Motivational Persistence Scale

Achievement Goals across Persistence—Validation of the Spanish Version of the Motivational Persistence Scale

The Effect of Motivation for Learning Among High School Students and Undergraduate Students—A Comparative Study

Examining the role of motivation in shaping future primary school teachers' professional competence in Kazakhstan

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