Situated Motivation: An Empirical Test in an Accounting Course

Abstract

The enhanced motivation and performance benefits associated with the use of enriched work environments (i.e., high task identity, variety, and significance; worker autonomy; and frequent performance feedback) have been well established (Hackman & Oldham, 1975, 1976, 1980). The present study tests whether these benefits can also be achieved in the classroom setting. Students from a compulsory final‐year accounting course were asked to report their level of motivation in and their perceptions about the enrichment of the course. As hypothesized, a positive and significant correlation was found between student perceptions of enrichment and their reported motivation. The results, obtained by running a series of regression equations which included a variety of teaching context and student level variables, are also reported. These regression results offer further insight into the relationship between enriched learning environments and motivation. Résumé Une motivation rehaussée et une augmentation des performances sont associées à la mise en place d'un environnement de travail enrichi (par exemple grâce à une «high task identity» oú l'ouvrier reçoit une explication globale de son processus de travail et s'épanouit dans cette connaissance, la variété et l'importance de ce travail, l'autonomie de l'ouvrier et de fréquentes appréciations sur ses performances), comme cela a été clairement établi (Hackman & Oldham, 1975, 1976, 1980). Cette étude a pour but d'examiner si ces améliorations peuvent être étendues à la salle de classe. Des étudiants de dernière année dans un cours obligatoire de comptabilité ont été sollicités pour rendre compte de leur niveau de motivation pour le cours et de la proportion de tâches enrichissantes qu'ils avaient trouvée dans celui‐ci. Conformément à l'hypothèse de départ, une forte corrélation a été trouvée entre la perception des étudiants quant au nombre de tâches enrichissantes dans le cours et leur niveau de motivation. Les résultats obtenus à partir d'une série d'équations régressives, qui incluaient une diversité de contextes d'enseignement et des étudiants de niveaux variables sont également inclus. Ces résultats approfondissent encore la relation entre un environnement d'apprentissage enrichi et la motivation qui en découle.

Association of Cognitive, Affective, Psychomotor and Intuitive Domains in Education, Sönmez Model

“…Based on this data it can be said that there is a high level of positive significant correlation between cognitive-psychomotor learning outcomes and affective learning outcomes. The previous research also support this finding [1,5,7,12,19,25]. Also a significant association was found between cognitive domain and attitude and motivation [7, 13, 14, 16, 18, 20, 22].…”

A Study of Changes in Online Graduate Business Student Perceptions over a Course

“…In general, when students find the material to be relevant and the content interests them, they are more motivated (Adler, Milne & Stablein, 2001). With regard to student motivation and learning environment, results are mixed.…”

A Literature Review and Directions for Future Research on International Student Perceptions of Online versus Face-to-Face Education: Program-centered Characteristics

“…Previous studies examined differences across cultures (Cronje, 2011;Chew & Yee, 2015;Grandon et al, 2005;Li & Kirkup, 2005;Popov et al, 2012;Popov, Noroozi, Barrett, Biemans, Teasley, Slof & Mulder 2014;Zhu, Valcke & Schellens., 2009) and within cultures (Adler et al, 2001;Chase et al, 2002;Hamdan, 2014;Okwumabua, Walker, Hu & Watson, 2010). In a recent cross-cultural comparison between Malaysian and Australian students, no significant differences in students' perceptions existed on computer usage, lecturer support, equity, student interaction and collaboration (Chew & Yee, 2015).…”