Abstract:

The paper deals with allegedly high motivation of undergraduate students. It lists reasons why many young adults choose to continue studies and their majors without really being motivated (parents’ pressure, peer impact, moratorium stage of development, performance goals vs. mastery goals, etc.). It is stated that both lecturers and students can and have to contribute to motivation increase, as one of the main factors of academic success is motivation. Ways to increase motivation are viewed, such as (on the lecturer’s part) creating at university in general and in the particular classrooms a pleasant atmosphere of trust in students’ abilities, creativity, achievement, doing everything to increase students’ self-esteem, being caring, enthusiastic, objective, selection of usable and necessary, at the same time exciting topics and educational materials clear presentation/explanation, good audio-video materials, good examples, interactive lecturing, providing student involvement in planning and fulfillment of the educational process, development of student creativity, etc. and (on the students’ part) active learning, perceiving themselves as knowledge creators or at least co-creators, taking more responsibility over one’s learning, observing themselves and finding efficient for them learning style, methods and strategies, regular self-assessment, being more self-critical and self-demanding, trying to study for knowledge, not for grades, etc. A study of student motivation for choosing to continue studies and selecting majors, and the impact on motivation of lecturer and student behavior was held, and the results are presented.

Keywords:

Extrinic and intrincic motivation, undergraduate students, academic success, motivation increase.