Abstract:

Learning approaches, which are based on the learning theory, are a fundamental construct in the academic environment. In the last decades, researchers have focused on both external and internal variables by which they themselves have been affected. Academic motivation is undeniably one of them. The theory of academic motivation focuses on an analysis of three important questions: “what, why, and how”, i.e. what students do for their studying at university, why and how they do it. The aim of this study was to analyse the relationship between academic motivation and learning approaches. The research sample included 710 university students (mean age 22.61) of whom 116 were male and 594 were female. The data were obtained using the Revised Two Factor Study Process Questionnaire (R-SPQ-2F; Biggs, Kember, & Leung, 2001) measuring deep and surface approaches to studying, and the Academic Motivation Scale (AMSC-28, Vallerand, et al., 1992) measuring various aspects of intrinsic and extrinsic study motivation. The results showed that intrinsic motivation was positively correlated with deep approaches, while amotivation was positively correlated with surface approaches and negatively correlated with deep approaches. Subsequent inference tests (Fisher’s transformation) showed that demographic and study characteristics (gender, year of study, type of study, and field of study) did not affect the relationship between academic motivation and learning approaches, with p ranging from .8 to .99. A subsequent multiple regression analysis confirmed and particularized these findings. The regression models explained 24 to 45 percent of the variance of dependent variables (individual learning style variables), and each model was influenced by multiple factors, with the predominance of intrinsic motivation factors. The results suggest that academic motivation (intrinsic in particular) plays a significant role in how students approach their study, favouring the preference of deep (more thorough) studying. Given that deep learning approaches generally lead to better study performance and outcomes (students are better prepared for their future job), it seems to be crucial to intensify the promotion of students’ motivation through various measures (e.g. more engaging lectures, linking theory to practice, supporting students’ self-interest in personal growth, illustrating the benefits of quality education for this growth, study counselling, etc.). This increased motivation is a promise of achieving university´ educational goals and students’ personal and educational success.

Keywords:

academic motivation. learning approaches. university