Learning motivation of first-year students of a technical university

Abstract

The concepts "motive" and "motivation" and their role in the learning process of the technical university are analyzed. The following types of motives were distinguished: internal learning motivation related to learning activities and their content and external learning motivation not related to learning activities and their content but determined by external factors and circumstances. Learning motivation is associated with various changes that occur in students during the learning process. To identify the motivation in firstyear students, they were tested. Driving motives were identified. The results showed that students prefer real learning motives (to use acquired knowledge in life, to continue successful training in subsequent courses, to get good marks, to acquire deep knowledge and intellectual satisfaction). The authors examined motivating methods and techniques. Motivation is a tool used to improve the learning process.SHS Web of Conferences 69, 00010 (2019)

Motivational Factors as a Driver for Success for First-Year Students at a Selected Public University in South Africa

“…This finding concurs with Schunk (1996) who reported that the motivations of students to perform academic tasks is determined by expectancy and value components of their internal beliefs. Similarly, Babyuk et al (2019) argue that motivations to acquire knowledge in schools and colleges is dependent on the students' exposure to real learning motives initiatives, the desire for good grades and finally intellectual satisfaction. Moreover, Hidi (2016) indicated that student motivations to learn, memory of learnt tasks, attention, cognitive behaviour and energized behaviour to learn is greatly affected by the level of rewards available to them.…”

“…For example , Schunk, (1996) argued that students' motivation is an outcome of how much they want reward, the assessment that the likelihood that the effort leads to expected performance and the belief that the performance would lead to reward. In another study, Babyuk et al (2019) argue that students' desire to achieve in the academic tasks in educational institutions is influenced by their exposure to real learning environments, desire for deep knowledge, individual interests and intellectual satisfaction. Kahu et al (2017) showed that students' motivation to succeed at university is influenced by the situational interest, cognitive engagement students' emotions, self-efficacy, and their sense of belonging.…”