Abstract:

The ability of individuals to know and learn is big enough that we mustn’t censor the multiple resources of education that can take the form of so many other institutions from our society. When they want to know, people have reasons and intentions, and that's a consequence of a long process of reflection. We know that there isn’t an arrangement of values better than another, but it is very important to know what are our priorities in life, so that we can be able to discover how we can get positive results in any field. This article presents the conclusions from a study about students motivation to work in the studied field or in another. The started point was the decision of the Romanian Agency for Quality Assurance in Higher Education to assess the confidence of a faculty from the number of graduates who want to work at least two years in the studied field after they've graduated. The research was realized on 90 students of the three sections of the Faculty of Psychology and Educational Sciences (Psychology, Psychopedagogy and Pedagogy), from University Alexandru Ioan Cuza of Iasi and highlighted the extent to which the three dimensions of motivation (valence, expectancy and instrumentality) and the two factors that determine it, intrinsec and extrinsec, are responsible for the future choices of students for a job.

Keywords:

permanent education, diagnostics of learning motivation, intrinsec and extrinsec motivation, interest-attitude for a job.